KZ9 


VVORD-BUILDING 


KELLOGG  AND  REED 


ne. 


5 


0 


WORD-BUILDING 


FIFTY  LESSONS,  COMBINING  LATIN,  GREEK,  AND  ANGLO-SAXON 
ROOTS,  PREFIXES,  AND  SUFFIXES,  INTO  ABOUT  FIFTY- 
FIVE    HUNDRED    COMMON    DERIVATIVE 
WORDS  IN  ENGLISH, 


WITH  A  BRIEF  HISTORY  OF  THE  ENGLISH  LANGUAGE 


BY 

BRAINERD   KELLOGG,  LL.IX, 

PROFESSOR  OF  THE  ENGLISH   LANGUAGE  AND    LITERATURE   IN    THE  BROOKLYN  POLYTECHNIC 

INSTITUTE,  AUTHOR  OF    "A   TtXT-BOOK    ON    RHETORIC,"    "A   TEXT-BOOK   ON  ENGLISH 

LITERATURE,"    AND     ONE      OF    THE     AUTHORS     OF       "  REED    *      KELLOGG's 

GRADED   LESSONS   IN   ENGLISH,"    "HKJHKK  LESSONS  IN  ENGLISH," 

"ONE-BOOK  COURSE  IN   ENGLISH,"  AND   "THE  ENGLISH 

LANGUAGE," 

AND 

ALONZO    REED,  A.M., 

AUTHOR  OF  "INTRODUCTORY  LANGUAGE  WORK,"  "WORD  LESSONS,"  AND  OK*  or  THB 

AUTHORS  OF    "REED   A    KELLOGG'S   GRADED    LESSONS   IN    ENGLISH,"    "HIGHER 

LESSONS    IN    ENGLISH,"     "ONE-BOOK    COURSE    IN    ENGLISH,"   AND 

"  THE  ENGLISH    LANGUAGE." 


EFFINGHAJT 


NEW  YORK: 

EFFINGHAM  MAYNARD  &  Co.,  PUBLISHERS, 

771  BROADWAY  AND  67  &  69  NINTH  STREET. 
1892. 


THK   ( OMPI.1   I  USE  IN   ENGLISH 

IN.    I   I    I.I  - 

HEED'S  I. VTI  ^    I.  \M,T  \<;K  WMKK. 

REED'*  WORD  LESSON 

REED  A  on  LESSONS  IN  BVOUSH, 

RKH-  \    K»  i.i '-   I  IK,  in  i:    1 .1  —  .\-   IN    INCI.IMI. 

RBKD  ft  KELLOOO'S  ONE-BOOK  «  .»  «c-i    IN  i .N..I.IMI. 

KKIXOOa  A   KKKD'8   WoUD-Itril.IMN.. 

KEI.LOOO  &  KKKD'S 'I  i       BVOUSB    LAVO1  \ 

Hi  i  i ..«...-  I:IHT..IU«  . 

KELUK3«'8   I.N..I  I^M    I. n  Hi  VI  i 

K» *|   BDmOMI  OVSli  VKKSIM  \it» '- 

Till     IN, 


•YltlUIIT,    1898,  BT 

BRAIN EKD  KXLLOOO  AND  ALONZO  HBKD. 


<>f    I    .1    I.Ktlr  *  CO. 

Ptaoe.  New  York 


PREFACE. 

THE  Latin  derivatives  in  English  exist  in  families,  that 
which  ^unites  the  members  of  each  family  being  the  root  out 
of  which  they  grow.  This  root  deeply  colors  the  meaning 
of  the  derivatives,  and  largely  determines  their  use.  The 
prefixes  and  suffixes  combining  with  the  roots  in  the  several 
families  are  much  the  same,  so  that  the  Latin  element  in  our 
vocabulary  is  open  to  easy  study  ;  the  words  composing  it  are 
readily  classified,  and  even  the  classes  have  common  dia: 
teristics. 

These  derivatives  should  in  some  way  be  studied  by  the 
pupil.  They  are  not  the  simple  words  to  be  learned  with- 
out study,  familiar  to  one's  ear  and  tongue  from  child li 1. 

But  one  meets  these  derivatives  everywhere  as  he  emerges 
from  childhood  into  youth.  They  sprinkle  the  pages  of 
every  book  he  reads,  and  they  drop  from  the  lips  of  all  pub- 
lic speakers.  The  pupil  must  somehow  make  the  acquaint- 
ance of  these  words,  must  learn  to  handle  them  himself. 

One  of  the  cogent  reasons  for  studying  Latin  is,  that  it 
helps  the  student  to  a  knowledge  of  the  Latin  derivatives  in 
English.  But  one  does  not  study  Latin  solely  or  chiefly  to 
learn  its  connection  with  English.  The  study  of  Latin  in 
college  is  always  with  other  aims.  We  hazard  nothing  in 
saying  that  one  utterly  ignorant  of  Latin  and  Greek  would, 
by  a  judicious  use  of  the  lessons  in  this  little  book,  learn 
more  of  the  English  derivatives  from  L:;tin  and  (ireek  roots 


2  Preface. 

than  from  the  ordinary  college  course  in  the  classical  lan- 
guages. 

We  ask  attention,  in  these  lessons,  to 

(1)  Tlu>  original  root-forms  treated,  and  the  forms  into 
u  hicii  ti  1  ;>ncs  have  changed  ; 

(;?)  The  simple  (levk-e  by  which  the  roots  and  the  prefixes 
•••in l>ii::ng  with  them  are  compactly  grouped  ; 

(:>)  The  separation,  by  different  type,  of  root  from  prefix 
and  sullix,  and  the  separation  of  these  from  each  other  by 
the  4-  siirn  and  the  comma  ; 

(4)  The  threefold  work  which  we  exact  of  the  pupil  : 

(5)  The  emphasis  placed  upon  his  finding  the  metaphori- 
cal meanings  of  derivatives ; 

( «i  i  The  models,  remarks,  and  helps  by  which  we  guide  him 
in  his  work  ; 

(7)  The  suggestions  to  teachers  to  aid  them  in  securing 
and  retaining  the  interest  of  pupils  ; 

(8)  The  fact  that  in  forty-four  lessons  we  lead  the  pupil  to 
analyze  and  build  up  nearly  fifty-five  hundred  words  :  and, 

(9)  The  further  fact  that  by  this  work  the  pupil  is  enabled 
to  comprehend,  at  a  glance,  almost  any  other  deri vative  word 
in  the  language. 

Had  we  supposed  that  the  mere  giving  of  lists  of  deriva- 
tives, with  nothing  to  indicate  root,  prefix,  or  sullix,  and  with 
no  directions  to  the  pupil  as  to  what  he  should  do  or  how  he 
should  do  it,  was  all  the  pupil  needed,  there  would  have  been 
no  call  for  another  book  on  this  important  subject. 

The  closing  lessons  of  the  book  contain  a  brief  history  of 
the  Knirlish  language. 

February, 


WORD-BUILDING 


ELEMENTARY  ENGLISH. 

ROOTS,  OR  STEMS,  GIVEN  UNDEII  "  KLK.MKMAKY  KMJLISM,"  IN  THE 
SYLLABUS  OF  THE  REGENTS  OF  THE  UNIVERSITY  OF  THE  STATE  OF 
NEW  YORK. 

INTRODUCTION. 

I.  The  Meanings  of  Hoot  and  Stem. — The  word  root  is  u>ed 
by  philologists  to  denote  the  simplest  and  most  primitive  forms  whirh 
words  once  had,  or  to  which  they  can  now  IK-  traced.     In  this  sense 
of  the  word — its  rigidly  scientific  sense — the   word  root  names  that 
monosyllabic  form  which  is  the  origin  and  source  of  all  verbal  deriva- 
tives.   But  usage  applies  the  word  as  well  to  later  forms  of  i 
original  and  primitive  words — forms  from  which,  by  the  u-e  of  pre- 
fixed and  suffixed  syllables,  new  words   are  produced — nouns,  adjec- 
tives, verbs,  and  adverbs.     Respectable  as  is  the  authority  for  railing 
these  "later  forms  "  steins,  what  we    regard  as  the  prevailing  u- 
leads  us  to  choose  roots  instead. 

II.  Definitions. — A  primitive  word  is  one  not    derived  from 
another  word  in  (lie  same  language. 

A  derivative  word  is  one  derived  from  another  word  ;  as,  nn- 
man/f/,  man  being  the  primitive  word. 

A  compound  word  is  one  composed  of  two  or  more  simple  \N  • 
as,  forty-two. 

Prefixes  and  suffixes  are,  with  rare  exceptions,  relies  of  words 
once  independent,  but  now  run  down  into  mere  formative  elements. 
They  are  used,  each  with  a  meaning  of  its  own,  to  modify  the  meao 


4  M  < 

>t  t<>  which  in  i  he  derivative  they  are  attached  :  though, 
when  many  of  them  arc  used  in  the  same  \\ord,  it  i-  >omet  ime>  diffi- 
cult to  detect  in  the  derivative  tin-  distinct  tot06  of  each.  I'n: 

.  and   sutlixo   follow   it.      In   the   following   paragraph 
the   illuM  rative   instance  exhibits  the  r,...t  jtnnt,  the  prefixes  eon  and 
ihesuffiv-/  and   ///.and  the  six   derivative   word-   formed 

mbination  of  the  root  with  these  prefixes  and  snfli 

III.  i:.rj>f<f nation.— T\w  work   i.elow.  compacted   fur  the  sake  ,.f 
I'l-evity,    needs    explanation.       If,    a-   i-   u-ual,    two    ur  moiv    prefixes 
are  to  be  united  in  succession  \\ith   the  following  root, — or  with   this 
and   the  suffix  after  it. — thoe   prcfixo   stand    unconnected  \\ith   each 
other  l>y   the   4-   si-rn.      If   any   two  of  llu-sr  aiv   to  he    taken    together 
and   treated  a^  a    single   prefix,  these   two  arc    grouped   l>y  the   -i-  siuii. 
The  sutlix    immediately    following   the    i-oot    is    to    lie   united    with   it. 
in  its  combination  \vitli  each  prefix  or  <rroup  of    ju-elixes.      If  other 
suffixes   follow,  the   same  tiling  is   to   l>e    done  with    these  singly  or 
in  groups,  the    single  suffixes   or   the   groups    l.eiim-    x-parated    from 
each  other  by  an  or  in  Roman  type.     The  suffix,  or  the  group  lakeii 
as  one.  between  the  first  or  and  the  second,  is  to  enter  into  the  -ame 
combination  or  combinations  as  did  the  first  suffix.     And  so  i^  the 
suflix  or  the  group  between  the   second  or  and  the  third,  etc.,  and 
that  which  follows  the  last  or.     For  instance,  if  uiidcrjuncf  we  had 

dit+Junct+ion,  or  ive,   or  ive  +  ly,  this  would  mean   that    the 
pupil  had  to  do  as   directed  with  con+junct  +  ion. 

.  cou+junct  +  ive,  dis+junct  +  ive,  con+jutn-1  //, 

Junct  +  ive+ty ;  or,  dropping  signs  and  the  black  letters,  with  the 
wurds  oiiijuiK-tion,  <I injunction,  conjunctive,  di*functivet  coiyiinctively, 
disjunctively. 

IV.  The  Roots  and  their  Order. —  Most  of  the  roots  in  the 
Regents'  lists  are  Latin,  and  are  found  usually  in  the  Latin  verb.     We 

first  the  root  or  roots  found  in  the  verb.  These  stand  in  the 
infinitiveof  the  v^erb  and  the  perfect  participle.  That  in  the  perfect  par- 
ticiple ends  usually  in  at  or  it  or  t9  and  of  course  denote-  the  act, 
expressed  by  the  verb,  as  completed.  The  future  participle  root  end- 
ing in  ur  follows,  if  any  English  words  derived  from  it  are  to  be 
•icd  in  the  paragraph  succeeding.  The  roots  which  follo\\  in 
parentheses  are  mostly  those  into  which  the  roots  just  spoken  of  have 
changed  in  their  long  sojourn  in  the  Fn-neh  language  and  in 


Introduction.  5 

If  the  roots  in  the  Regents'  lists  are  from  Latin  nouns  or  m 
all  that  we  need  to  say  here  is,  that  the  roots  in  parentheses  arc  modified 
forms  of  those  which  precede  them. 

V.  The  Meanings  of  the  Root*  and  of  English   tt'ords 
derived  from  them.— It  is  easy  to  ascertain  the  m«>anii:. 

root  found  in  the  infinitive  and  of  that  found  in  tin-  j  pic. 

These  meanings  are  given  or  implied  in  the  definition  of  t! 
infinitive  which  follows  the  roots  them  seltes.       It  isca>\  t«>aseertain  the 
meanings  of  the  English  words  derived   from  the  roots  not  in  p;r 
thesis.     It  is  not  so  easy  to  get  at  the  >ignitication  of  the  root 
parentheses,  and  that  of  the  English  word-  derived  from  them.     Often 
the  etymological  sense  has  faded  out  of  the  root  :  and  the  words,  if 
metaphorical,  do  not  always  suggest  the  likeness  on  which  the  n 
phor  is  based.     The  pupil  will  sometimes  need  a  hint  from  the  teacher, 
sometimes  he  may  profitably  consult  the  dictionary.     We  ha\e  thrown 
in  liberally  suggestions  in  parentheses  and  in  Helps  for  the  Pupil; 
but,  where  the  pupil  can  seize  upon  the  root  idea,  and,  combining  it  with 
the  meanings  of  the  modifying  prefixes  and  suffixes,  can  give  the 
nification  of  the  derivative,  he  should  be  allowed  to  do  it.     As  well 
do   his  physical  exercise  for  him  as    relieve    him   of   the  intellect ual 
labor  which  he  can  do   alone.     The   main  worth   of    this  work   con- 
sists in  the  exercise,  which  it  compels,  of  the  pupil's  judgment. 

VI.  The    Lessons. — The    length    of   the  Lessons  assigned   has 
been  determined  by  the  hope  that  all  the  work  called   for  by  u>  can 
be  done.     But   those    teachers   able   to   take   up  only  the   root -forms 
selected  by  the  Regents  can  perhaps  run  two  or  three  of  our  Lessons 
into  one.      The   root-forms   they   seek   are   easily   found.     They   are 
marked  by  the  asterisk,  and  are  usually  the  first  or  the  >ee«»nd  treated 
by  us  in  the  several  paragraphs. 

VII.  Direction. — The  roots  are  printed  in  black  letters,  t!, 

and  suffixes  in  italics.     The  prefixes  and  suffixes  are  given  and  defined 
on  the  pages  immediately  following  these  Lessons  under  ••  Klemnr 
English."     Find  there  the  meanings  of  the  prefixo  and  sullixe-  D 
below,  find  in  the  Lessons  the  meanings  of  the  roots  with  which  these 
prefixes  and  suffixes  combine,  and  then  give  the  signification  of  the 
derivatives  formed  by  the  combination.     Frame  phra<es  or  >entences 
containing  these  derivatives  properly  used.     Do  not  look  for  the  mean- 
ings of  letters  within  marks  of  parenthesis  and  unitaliri. 


6 

Note  the  changes,  if  any.  which  metaphor  has  wrought  in  the  mean- 
g|  of  words.  Tin1  literal  meaning  of  a  word  i-  not  always  that  which 
it  really  hears.  From  the  likeness  in  position  between  the  upper  pan 
of  one's  body  and  the  top  of  a  nail,  we  lran>lVr  the  name  of  the  one 
object  to  the  other,  and  speak  of  the  In  ml  of  a  nail.  From  the  real  or 
fancied  resemblance  in  function  between  one's  head  and  Washington 
city,  we  may  carry  aver  capvt,  the  Latin  name  of  ih,.  head,  .-MM!,  Div- 
ing it  to  the  city,  call  Washington  the  capital  of  the  Tnited  States. 


.  —  We  indicate  here  the  way  in  which  the  work  required  in 
this  Direction  ma\  •  l»c  done.  The  roots  we  take  are  I-*r<tnf/, 
/•Yffr/.and  r*r(tcfitr.\.r^nu  IX.  Turning  to  the  end  of  ihe>«- 
LtMOIUJ  in  "  Flemeiitary  F.nirlish."  for  the  prefixes  and  siitti\«-. 
we  combine  their  meanings,  found  there,  with  the  incaniiii:  of  the 
roots  in  Lesson  IX..  give  the  signification  of  the  derivative-, 
grouped  in  that  Lesson,  and  illustrate  their  i. 

MODEL. 

Frangible,  capable  of  being  broken—  a  clay  pipe-stem  is  frangible; 

ibility.  state  of  being  frangible,  name  of  the  abstract  (juality— 
the  frangil»ility  of  a  pipe-stem; 

,  incapable  of  being  easily  broken  —  oak  is  comparatively 
infrangible; 

in/rrmgribility,  state  of  being  infrangible  —  the  infrangibility  of  the 
oak; 

re/reeitgrible,  capable  of  l>eing  turned  back,  or  out  of  a  straight  conr-c 
—a  ray  of  light  is  refrangible; 

re/Vfi/*//ibility,  "state    of    being    refraniriblt  —  the    refraniribilily    of 
light; 

fragment,  a  ])iece  broken  off—  a  fragment  of  a  tea-cup: 

/ragrmentary,  belonging  to  a  fragment,  in  fragments—  a  fragnieptary 

report  of  the  speech  ; 
suffrage  (a  probable  explanation  iriven  in  Lesson  IX.)  : 


Introduction.  7 

incapable  of  being  easily  broken  down      A  ,.  nt 

was  irrefragable,  irrefutable,  a  metaphorical  u<«-  of  H,. 

irrc/V<7«yal>ly.  in  an  irrefragable  manner-  he  invfrairably  established 
his  point  in  the  debate; 

infringe,  to  break  into  —  one's  rights  an-  infringed  by  tin-  fhi 


act  of  infringing—  the  infringement  of  n,,.  tnaty,  «» 

metaphorical  use  of  tlie  word,  tfnce  a  In-aly  cannot  literally  su 
a  breaking  into; 

fraction,  state  of  being  broken,  a  part—  t  lie  Tract  ion  of  an  hour; 
/Vacfional,  belonging  to  a  fraction  —  fractional  currency; 
fractions,  not  integers,  or  whole  numbers—  i  and  ,',  are  t'r;i<-ti 
infract,  to  break—  to  infract  is  to  encroach  upon; 

,  to  bend  sharply  back  —  water  refracts  the  light  ; 


infraction,  the  breaking—  the  infraction  of  the  rules,  a  metaphorical 
use  of  the  word  ; 

refraction,  the  bending  sharply  back,  half  breaking—  the  refraction 
of  light  from  the  oar-blade  in  the  water; 

refractory,  bent  away  from  the  proper  or  natural  course  —  the  refrac- 
tory or  stubborn  child,  a  metaphorical  use  of  the  word: 

refractoriness,   state  of  being  refractory—  the    refractoriness  of  his 
child  is  a  grief  to  the  father  ; 

fracture,  a  break—  there  is  a  fracture  in  the  plate: 
fragile,  capable  of  being  broken  —  fragile  plaything: 
fragility,  state  of  being  fragile  —  the  fragility  of  icicl- 

frail,   capable  of  being   broken  down.  weak,   feehh  —  frail  health  ..r 
constitution,  metaphorical; 

frailty  and  frailness,  state  of  being  frail—  frailty  of  character,  of 

the  intellect. 


LATIN   ROOTS. 
LESSON  I. 

To  the  Teacher.—  Tli  is  work  <>f  word-building  may  be  difficult  and 
sl«>\\  at  first.  But  it  will  rapidly  become  ca-y.  Tin-  MOM  pn  -liv-  and 
suffixes  are  constantly  reappearing:.  The  pupil  will  soon  become 
familiar  with  their  meanings,  and  ready  in  combining'  them  \\ith  the 
meaning  of  the  root.  If  necessary,  the  opening  lessons  may  be 
divided. 

To  the  Pupil.  —  You  will  find  the  Model  preceding  this  Lenon 
helpful  to  yon.  Following  that,  your  work  of  building  up  words  and 
illustrating  their  use  would  begin  and  proceed  thus  :  cut,  one  wh 
root  ag,  to  do,  make  (tt/tnt=one  who  does,  e.g.,  the  agent  of  the  firm; 
/.  state  of  being,  function,  +  root  ay,  make  <///'•//'•//  —  state  or  func- 
tion of  an  agent,  e.g.,  sold  through  his  agency,  or  instrumentality:  /A, 
capable  of.  +  ay,  to  move,  or  moving,  make  agile  —  quick,  nimble, 
t  .//..  the  agile  squirrel;  ily,  state  of  being  +  agile=  quick  ness  of  move- 
ment, v.g.i  the  agility  of  the  squirrel. 

The  prefixes,  suffixes,  and  their  meanings  are  to  be  foun 
have  been  told,  at  the  end  of  these  Lessons  in  "  Elementary  Kngli>h."* 

Ag,*  Act,   (ig,  g,  actu),  from  ag  e  re,  ac  tus,  to  do,  move, 
urge  on  ,  put  in  motion,  drive. 

Aff  +  ent  or  ency  or  He  or  il\  +  ity  ;  man  (see  this  root, 


*  Roots  thus  marked  are  those  given  in  the  Regents'  frjllulmx  for  the 
present  year. 

t  The  suffixes  able,  cibile,  ance,  ate,  bule,  cule,  ence,  ibi/r.  /////-.  //.  .  ///< 
t'ze,  le,  ose,  tude,  and  ure  often  drop  the  final  c,  and  become  ,//>/, 
one,  at,  bul,  cul,  enc,  iUl,  ibl,  U,  in,  iv,  iz,  I,  ox,  1u<L  and  ///•. 
Abh.  nUl,   el,  er,  ery,  ibl.  if//.   ///.   or.  and  tu<1c  sometime^  drop  the 
initial  letter,   and  appear  as  bh>,  bil,  I,  r,  ry,  bl,  ty,  y,  r.  ami    1Mb. 
Ar\j,  ly,  mony,  ory,  and  y  sometimes  change  y  to  i.  and   a; 
an,  .  ori,  and  i. 


Elementary  English.  0 

Lesson  XIII.)  +  ag  +  er  or  (e)  ;  man  +  ag(v)  +  able  or  ///<  ///  ; 
ig  +  ent  or  ency;1    nav  (see  the  root,    Lesson    XVI.) 

or  able  +  ness  ;  prod  +  iy  +  al  <>r  tt/+ify;*  c*nb  + 
*  or  (\\)ity  ;  co(  =  cnm)+0  +  nt/  «.r  fl  irf; 

iveor  ive  +  ly*  or  iv-ftVy  or  ion  or  i<>  or 

;  counter,  en,  ex,  over,  re,  re  +  ni.  //•<///>•  -  </<•/  . 
/v,  trans  +  act  +  ion  ;    en  +  act  -I-  ////•///  ;    ge  •  ^/r/  •  pf< 
tn  +  al  or  al  +  ly  or  «7  *  tVy. 

From  navigdre,  naviy</  />/*,  derived  from  '  iome 

or  or  t'o^  or  (e)  ;   rircum  +  nav+igat+or  or 
or  (c).     From  the  frequentative  f  ^//  /  ///'  /•/•.  ^///  /  ///'  / 
derived  from  ^//ryv,  come  agitat  +  or  <-r   /o//    or  (e)  :    r/y-h 
gitiit  -\-iun   or  (e).8     From   ac  tit  a  re,    art  it  it  In*.    d«-  rived 
from  (ftjfre,  come  actttat  -\-  ion  or  (e). 


Helps    for   the   Pupil.  —  We   do    not    in  tlirse    Helps  doi'm.',   hut 
attempt  to  point  to  the  paths  which  may  lead  to  definitions.      '  , 
igency,   something  urging  instant  action.      -  I'rodli/d/i/'/.   ,-tn   MIJ 
into  wasteful  extravagance.     *  Ambiguous,  uncertain—  note  thr  1 
of  ambi.     4  Cogency,  the  compelling  force  of  the  thought.     The5/ 
A.-S.  —  actively  is  a  hybrid,  its  parts  are  from  different  languages. 
6  Cogitate,  to  think,  involving  intellectual  activity. 

Alt,*  from  al  tus,  high,  lofty, 

Alt  +  ar  (raised);  a1t(\)hnlr. 

From  the  derivative  ex  al  td  re,  ex  al  td  tus,  to  raise,  conic 
ex  +  alt  ;   ex  -f  alt  -f  cd  ;    ex  -f  alta  t  +  ion  . 

Anim,*  from  animus,  mind,  intolloct,  fooling,  spirit, 


(see  this  root,  Lesson  \l.)  +  ttniin  -f  ////  :  nt<r</n 
the  root,  Lesson  XIII.)  4-  anint  -\-ous  or  iff/;  itn  (see  r< 

f  A  frequentative  cxpn  >ses  a  repetition,  or  an  increase,  of  tin- 
denoted  by  the  primiti\«-. 


10 


'/- 


L  ------  !i  \\1Y.)  •  tntiin  :  "//.vnr  ////  ;  />//>•///  (////\/////x,  small, 

mean)  +  a  Hi  HI.  +  cm*  or  <ws  +  fy  or  ?'/#  ;  r/  u  /  »  *  4-  os  -f  ////  ;  ' 
tiHint  r(t(/  (the  prefix)  -f  r<Tt  (to  turn)  :  tiniin  +(/(/  +  rrrs 
-ftow;*  the  true  </;//»/+  (us)  (L.)  i»f  llie  all'air. 

Helps  fcr  the  Pupil.—  !  Aniumsit,^  tin-  f«Hn<j  bosiil. 
version,  the  mind  turned  in  crii  i.-i-in  upon  its  object  :  i>  this  meta- 
phorioalf 


LESSON   II. 

Remark.  —  If  the  pupil  is  iv<iuiiv<l  to  write  out  any  part  of  his  work. 
some  form  like  this  may  IM-  a<l<»ptc<l—  t  he  aecemrj  work  witli  tin- 
parts  of  1  1  10  word,  outlined  aUae,  not  l.eini:  here  ><•!  down:  — 


WORD. 


Lm.Ku.  Mi  \\i\i,. 


ll,U>Ti;  \  TinN    01 


Manage, 


To  do  *  tin  •  th  ing  by  the  }i<tn<L 


The  flriirr  manages  his  horses. 
(Literml.) 

Tin-  xfn  nki  /•  manages  his  r< 
(  Metaphorical^  N////T  fin  imrk 

is  not   doni-  by  the  hum!,    hut 
by  the  organs  of  speech . ) 


If  the  pupil  should  brini:  in  as  an  illustration.   The  fmrht  r  mat 

//"////*.  he  could  perhaps  see  that  this  use  of  //numi/i  i-<till  nn»n- 
metaphorical,  since  tlie  work  is  done  by  nothing  physical,  luit  l>y 
authority  or  personal  influence. 

Ann,*  Aimi,  Alum,  (enni,  en),  from  an  ;///>,  a  jear. 

.titn  +  al+ist  oral+s;1  anni  +  vers  +  ary  ; *  II,  wtit 
tj  Lesson    I\'.),  tri,  sept  (seven).  //////  (millr.  thousaiul ). 
per  -f  enni  -f  al ;  super  -f  annu  +  at  +  ed  or  at  -f  \ 


Elementary  English.  11 

From  an  nu  A  Us,  yearly,  come  annu  -\  ]  +  ly  or 

Helps  for  the  Pupil.—  .  a  relation  of  theetVnUof  theywr. 

-  Anni'r,  r*,ir,/.    tin-    intiuinl    nfurn    of  tin-    day    \\hidi    <  omm<-inorates 
some  i-vent. 

Apt  *,  (att,  ept),  from  ap  fas,  fit  or  fitted,—  UK*  p.  p. 
vb.,  w/>  e  re,  to  fasten,  join  together. 


or  Mfxx  ;     in  \  <ti>t  ;    (fjrf(\)  •  /  //,/,•  ;   </  .« 
(in)-f  /,iv  ;   ^^/,'  i/i-^c/tt. 

the  t'rc(|Hciitativf  adapt*          \daptdtu*)  to   tit. 
come  ittl+ai>t  :  a<l  +  airt  f  ^///r  or  abil+ihi  :  ml  f  <//>/<// 

Helps  for  the  Pupil.—  >  ^dep/,    one  -sA///r</    in   >min-tl»ing  ; 


x,  (fo<fs,s),  from  6as,  or  &^«8  sws,  low,  humble. 

(e)  +  1t/  or  >^ss  or  ment  ;  «, 
rfe  +  bas(u)  -f  ///^y/  /  ;  frass.  ' 

Helps  for  the  Pupil.  —  !  Bass—  what  part  in  music? 
Brev  *,  (brief),  from  6r£  vis,  short. 

or  ^  ;!  brev(\)+ary;  '  brh-f  (adj.);  brief 
a  lawyer's)  ;  brief  -{-h  \ 
From  <il>  l>rc  ri  it  r<\   <il>  l>r<'  rl  <i  hi*.   derived   from   ///•• 
come  al  +  breviat  +  ion  or  (e)  ;  (t  +  bri<lf/  +  ?nrH/  or  er  <>r  (e). 

Helps  for  the  Pupil.  —  '  7?mv/,  applied  to  a  <-»»mmi—  to  an 

<.!li.  -cr  of  higher  rank  than  that  for  \vhii-h  lu>  nvrivrs  pay.     -  / 
,  a  book  of  the  ('hureli.  not  the  missal. 


cay,  eh,ca$H).f\'um  <-dd  ere, 
to  fall  out,  to  perish,  to  luppeii. 

Cad+ence;1  de  +  cad  +  curc  or 
Of  wrt1  or  ent+al  or  riit  +  al  +  lij  :  <><•  f  /•///     -     '  '  orenf  +  a?; 
or  MMM   or  (e)  :    <t<t  +  rid  +  (u)<///.s-  ;  ' 


12 

«tti ;  ch  +  ance;'  ////*.  per  *  <•//  |  ance.     Ca*(e)  ; 

4-  "/  or  /M  -f  «/  -f  /#  ;  casti  -f  tfZ  or  a/  4-  ///  or  <//  4-  /// 
<>r  />7  "or  />7  -}-  ic  +  al  or  /*/  -f  /•//. 

Helps  for  the  Pupil.— Add  the  meaning  of  al  to  that  of  incident, 
taken  as  a  whole,  and  the  meaning  of  ///  to  tncidrnful.  taken  us  a 
whole.  In  general,  take  tin-  more  simple  combinations  fust,  and  use 
these  as  wholes  in  defining  other  derivatives.  l  Cadence,  u-<  d  ,,f  t}u. 
voice  only.  -  Incidence,  a  falling  on  or  wjoon,  as  of  one  line  upon 
another.  *  Jncidcnt,  an  (x-rurrrnce.  4  Occident — the  sun  apparently 
/<r///x  down  when-'/  '"  1  ><  dlmmx — applied  to  what  tn-es,  and  \\liy? 
c  ( 'hance,  a  h<ti>i»  ning.  7  An  occasion  falls  out  or  happens.  '  ( 'asute, 
Aie  skilled  in  cases  or  questions  of  conduct — <//-.  ir.  i*t.  and  ism  are 
the  common  Gk.  suffixes. 

LESSON  III. 

To  the  Teacher. — The  meaning  of  some  prefixes  stein-;  almost  to 
have  faded  out  of  them  in  certain  combinations.  To  detect  the  force 
of  de  and  re,  for  instance,  in  deceive  and  receirr.  below,  is  a  task  too 
subtile  for  the  pupil.  Allow  him  to  give  the  proper  meanings  of  such 
words  (they  are  few)  as  wholes,  without  a  hunt  for  the  separate  mean- 
ing of  each  element. 

Cap,    Capt,*   Captur,  (cip,  ceiv,  cept,  ceipt,  ceit),  from 
cap  e  re,  cap  tus,  to'take,  seize,  hold. 

Cap  +  able  or  a bil  +  ify  or  acious  or  ac  +  ity  or  aciovs  + 
or  ac  -f  it 1 4-  ate  ;  in  4-  cap  4-  Me  or  ac  4-  ity  or  (tc  4-  //  4- 
:  ftrin  (=prim,  see  root,  Lesson  X  X  I . )  +  cijt  4-  nl '  or  h* 
oTdl+ify  or  al  +  ly ;  muni  (see  root,  Lesson  XVI.)  -j -dp 
4-  al  or  al 4-  ity  ; 4  parti  (see  root,  Lesson  X  V I II. )  4-  cip  4-  le 6 
or(i)<7/;  hi  +  dp  +  (\)ent  or  (\)ent  +  ly  or  (i)ence;* 
(i)ent  or  (e)  ;  con,  de,  per,  re  +  ceiv  +  er  or  (Me  or  (e). 
4-  ive  or  iv  4-  fYy  or  it;  4-  a^  or  it;  +  at  4-  t'wr/  or  or  or  (fyftfs  1  ex> 
inter,   pre  +  c<-pt ;    He,    ex,   per,1  rr  +  cept  +  ion ;    </<',    per, 
pre}  rp,  sus  4-  cept  4-  ive  ;  ex  4-  cept  -f-  ion  +  al  or  ion  -f  tf/>/e  or 


13 

Or  ;   sits  -f  cept  -h  Me  or  ibil  -f-  ////  ;  />/v  f-  fv;>f  -f  w  or  r  +  e**  ; 
rt'  +c<'ii>t  ;  run,  <h>  \ccit.      Ctijttu  r(e). 

From  an  tic  i  pa  re  (anti  for  /////r),   an  /  and 

par  tic  ipd  re,  /mrticipd  ///*,  derivatives  of  capere,  come 
f  r/y>f//  -h  /o//  or  ory  or  (e)  ;  imrti  +cij>  +  nnt  :  /><irti  -f 
inn  or  (e).     From  emancipdre^  <          cipdtu*, 
of  capere,  come  e  +  man  (see  root,  Lc^x.n  Mil.) 
o?i  or  or  or  (e).    From  oc  cu  pa  re,  <> 
derivative  of  rape  re,  come  oc  +  cup  +  y  or  (i)<  •/•  or  an/oi 
or  +  <-9tiMit  +  inn.     From   the  frequentativr   accept  A 
ceptdtus,  come  ac  +  cept;  ac+cept+abU  or  <////r  v  / 
or  r/-  ;  r/ 


Helps  for  the  Pupil.  —  '  //,  a  TJ.  n.  st«-ni  cndiiiLr.     •  /'/•////•//»//.    ' 
in  importance.     3  A///r//y/r,   thai,  which   is  fnntluunufnl,  from  \shich 
something  pr<ici-c«ls.      '  Mn/n'ri/itilfti/.  originally,  not    no\\.   a   town 
ceiving  the  rights  of  Hoinaii  c  itixcnship  while  retaining  iN  own  laws. 
6  Participle,  a  word  partaking  of  two  natures.     *  Incipience,  a  /"/, 
hold  of    at    the    b<><jinning.      "'  /V/rr/>///>/i.    the  r/c/  of  taking.   «»r 
taken,  through  the  senses  into  the  mind. 

Cam  *,  (carni,  charn,  car),  from  cd  ro,  car  His.  flesh. 


Carn  +  all  or  al  +  ly  or  al  +  ity  or  ^J  ;  r//nii  f  rfi/a  (im- 
perative va/e,  he  strong;  hence  used  in  farewells)  ;  cttrni- 
-f  vor  (to  eat)  4-  o?/x  ;  charn  +  el  ;*  rar(  r)  4-  /ow. 

From  car  nd  ti  o,  fleshiness,  comes  4  <'<u-n<it  -f  ion.  From 
the  derivative  in  car  nd  re,  in  car  nd  tus,  come  in  -f  carnal 
-{•1071st  or  (e). 

Helps  for  the  Pupil.—  lCarnal,  fleshly  ;    how  comes   the  incanini: 
sensual,  sinful  V     •  (.\irniml.  a  fcxtinil  just  before   Lmt.  and 
cording  to  Webster  (but  not  Skeat).   "  a  farewell  to   11. 
houses  are  houses  for  the  dead  —  vaults  and  sepulchcr  nation, 

flesh  color.     6  Incarnation,  putting  into  a  body. 


14 


LESSON  IV. 


Ced,*  Ce««,  (ceerf,  ccas  .  from  <  t<I  e  re,  etas  us,  to  gro,  yield, 
give  up. 

t  </(e)  ;  '  '  .  inter,  pre,  re,  se  +  ced(e)  ;  pre  +  cc<l  + 

«>r   Mice  or  '//'•//;   ttn+pre  +  ced  +  enl  -\-<'<l  ;   j>ru  +  ce<l  + 
:  Huh  +<•<•<!  +  e/it  or  att  +  lij  mence  ;  ex,  pro,  sue  ^  ««t  ; 
pro+eeed+ing  or  5.     J  /;>-,"  r/r,  ##,  ^ro,  r#,  ^e84-ee«s/  00, 
.4   inter,  pro,  re,  sc,  *uc  +  ce88+  i<m  ;  inter.  j>re  +  de,  tuc 
-h  cess  4-  or  ;  con,  ex,  suc  +  cess  4-  ice  ;  ac  +  cess  +  /////•  <  >r  (>/•//  ; 
///  -f  cess  -f  r////  ;    ts//r  -f  cess  +ful  or  ////  4-  ///  ;   nn  (  —  «n{c)  4- 
crst(  -  cess)  4-  or  or  r  4-  al  or  r  4-  y  ;  ceas(e)  ;  cea«(e)  4-  less  or 


From    the    frequentative    ces  sd  re,    ces  sd  ///x,    \\  «• 


Helps  for  the  Pupil.  —  '  CW/f  a  territory.  2  .4  /ASV/  .s-x.  a  ••(.llcction.  in 
any  tissue  of  the  body,  of  pus  withdrawn  from  other  i  i>sm->.  >>/rres$, 
a  following,  a  result  ;  now,  only  a  favorable  result.  4  Concession,  a 
to  a  demand.  5  Decease,  a  going  from  life,  death. 


Cent,*  (centi),  from  <?f^/  //f  />/,  a 

Cent;  cent  +  ur  +  y  wur  +  ion1  or  enni+al  OT  en+ary 
or  en  +  ari  +  an  ;  per  4-  cent  4-  «^e  ;  2  centi  +ped(e)  (see  root, 
Lesson  XIX.)  or  grad(e)3  (see  root,  Lesson  X.)  <»r  </r<nn.* 
or  meter  (see  root,  Lesson  XXV.). 

Helps  for  the  Pupil.  —  J  Centurion,  a  Roman  captain  of  a  hundred. 
2  Percentage,  the  rate  per  cen/  or  on  a  hu/nlml.  \  *  (rntii/nuh  'ihrr- 
mometer.  4  Gram,  the  unit  of  weight  in  the  metric  system. 

Cingr,*  Cinct,  Cinctur,  (shiny),  from  citt  ye  re,  chief  us,  to 
irird,  surround,  enclose. 

Sur  4-  ciny  4-  fo  ;  !  shiny  *  +  le  +  s.  Pre?  sue4  4  r/  //  r/  ;  x  //  r 
+  cinct  4-  ly  or 


Efaneniary  ///////?>//. 


Helps  for  the  Pupil.—  i^irth  for  a  horse.     - 

an  eruption  I'/H-itr/iny  the  Imdy.     3  /W///r/.  a  district  \\ithin   certain 
bounds.     4  Siicrincf,  \vithin  narrow  •  campa**.  concise. 


Cliii,*  (clen,  cliv),  from  L.  form  of  (ik.  Mim-in,  to  IM  ml,  -lu 
lean. 


Clin  +  ic  or  ze  +  «Z  or  ic  +  *;1  de  +  clen  +  sion  ;  ac? 
pro  4  +  cHr  4-  //#. 

From  in  di  nd  re,   in  rll  m't  ///>-,  <!«•  //  mi  r>  . 
rec  li  nd  re,  rcc  li  nd  tus,  we  get  de,  in,  re-}-  din  \  .  /// 

de,  in  -H7//mM  ion  :  <l<  -  </ht<tfin 


Helps  for  the  Pupil.—  In   '  r//Wrx.  the  patient.-  n  <•!<„>'.     In  *  accliv- 
Hi/,  the  tilo/n'  is  ascending.;  in  *  deeftfofty,  descending.    4  J'rodirify,  a 

'/<//  In  wards. 

IJ-:SSON  V. 

€or,*  Cord,  Corcli,  (cow),  from  coi*,  coV  r/ts,  the  heart. 

Oor(e)1   cour  +  age;'*   conr  +  aye  +  ous  or  age  +  onx  +  ly  ; 
<lix,  en  H-  coier  +  «^e  or  «^re  -f  ?>/  r>/  /.     .40,  CO-M,  </z's  3  +  corrf  ;  ac, 
-h  corrf  4-  ww^  or  «7^  H-  ly  or  «/^e  ;  (ic  +  cord  -f  /'////  or 
;4  re  +  cord;*  re  +  cord  +  er  or  er  +  */ii/>  :  <•<>/•<//-}- 
6  or  al  -f  Zy  or  «Z  +  ity. 

Helps  for  the  Pupil.  —  '  Core,  the  heart  of  the  fruit.     *  Courage,  the' 

thought  to  be  its  seat.     3  Discord,  the   //^///  thought   t. 
seat  of  feeling.    *  Accordingly^  in  accord  or  agivi'inrni  with.    6  AVrorrf, 
a   truthful  copy,  in  accord  with  tla-  facts.     *  (.'ordiaL  adj.,  fmui  the 

;  n.,  something  cheering  the  heart. 


Cur,*  Curat,  (Mr),  from  CMC  rdre,  cu  ra  tiis,  to  care  for,  take 
care  of,  heal. 


:    rit  r  +  able;   r//r(e)  -f  //.vx  :    /  cnr(e)  ; 

«<?,  IM  +  .VP  4-  cwr(e)  4-  ///  :  ^',  /'//  4-  >v  4  ri/r  4-  ////  ' 
4-  !//•((')  :  x4  ///'(e)  +  ///;  ^/x  +  s,  in  -h>'  +  ur  +  ance  or  < 


16 

-f  a  ft  +  .v  +  f/r(i').      Cunif  -<>r   or   //•£  or  (e)  ;* 

^\  in  +ar  +  cur  +  acu. 


Helps  for  the  Pupil.—  1  Security,  one  /  IK.ni  care  because  of 

safety.     *  Curate—  whose  care   or   duly   dors    IK-    take    upon    liiin-d!':-' 
*^lccMra/e  —  correct  because  of  what  taken? 

Currf*  Curs,  (curri,  corri.  cur,  cor,  court,  «mrs^  from 
re  re,  ctir  sus,  to  run,  move  quickly. 


or   r/iri/1    urt'tit  +  tt/;    con.    or  -f  cnrr\  - 
ctirri  +  culum  ;*   rorrf  -h  (dor)  ;  con.  i/t.  nr,  rr  +  cur  : 
ror;'  couri  +  cr.      Cttrn  +  ory  or   o  /•/  +  ///;   ^./-,    in+ctir8  + 
ion;  ex+cwrt+ion+istj  ex  +  curs  +  ive  or  iw  +  ly 

;*  pre  +  curs  +  or;  cours(e)  ;  cours  ~rr  or  /////. 


Helps   for  the  Pupil.  —  ]  r///r»  ///•//  —  what    circulati'x.'     '•  Curriculum, 

rae  <>f  study.     :i  SIHT<H\  to  /•////  under,  or  to  the  aid  of.     '  /v/ 
running  from  one  thing  to  another. 

Diet,*  (ditt),  from  die  ere,  diet  us,  to  say,  pronounce. 

^4df/  contra,  e,  inter,  pre,  ver  (=verus,  true)  +  <licf  :  tlict 

+  ion  or  ion  +  ary  ;  bene,  contra,  inter,  juris'  (from    /'//>-, 

7'///-/s,  justice),   male,  pre,  val(o)  (see   Lesson    III.,    under 

Cam)  +  rftcf  +  ^'o^  /  contra,   /•<//((•)  4-  <//r-/  f  "/•//  ;  <//^  +  (<>)  3 


From  the  frequentative  <7/>  ///  /v,  r//V-  ///  ///>-,  we  have  /'//  -f 
+  ment  ;  4  <lictfif  +  ion  or  or  or  or-\-xhij>  or  o/-  +  (i)^/  or 
(i)^/-h/#  or  (e).     From  <li  n't  n>.  </t  <•,//>/*.  to  proclaim, 
devote,  consecrate,  we  have  a£,  *fr,  ///,  />/v-M//v<//(r)  :  ^/>, 


Helps  for  the  Pupil.  —  l  Addict.  t<>  </i-n,/c  to.     *  Jitrixdictinn.  >]>hriv 
or  limits  witliin  wliich  one  may  f//W///v  or  apply  the  law.     "  />///*;.  i 
or  aforesaid      *  Indictment,  tin-  *////'•////•///  in  detail  ol  one's  «'iT«-ncc. 


Elementary   I  17 

• 

L>>    n\      VI. 

,*  (diyni,  (l<'i</n<  duiiit,  d<tin>.  from  </!</  it  us,  worthy. 

or     it  +  ttry;     in  \-<liyn  -f-  ////  ;     ntn  •///<///: 
driyti  ;-    dtiiitt  +  y*  or  /-f///  or  l  +  *6l 
dttin  ;4  </i«  -\-d<iin  +fn/  or  /W-f  ///  or  /W  .  // 
!•><  in  ///  '////  ////  /•/.   ///  '////  ////  ///>•,  <lrri\:iti\.  i,  we 

///  i  r//r///  •  '"//  or  an/  •  ly  :  '<  ,<  •  </it/n<tf  •  \ 


Helps  for  the  Pupil.  —  '  ('nmlitjn.  xiiilitMt-  t<»  tin*  fault. 
think  wnrthy.      A  3  (Utility  un»rscl.     4  I)i*<lnin.  not  \n  think 


•Mi«',*   nui-l.  if////.',  f///r/*,  ilttif),  from   f///  r/   /,  .  .//;/  -r//s.  to 
load,  to  hriu  tr  forward. 

.I//,    /v/y/,    ^/r,    r,    ///  .    hth'n.jn'n.    ,  '     ;/>/•».  -IH, 

frtf  -f  <(tt('(v)  ;   f///r  f  ^//  or  ^/  ;  '   roy/  -f  r/i/r  -f  //^  or 
co??,  J0,  e,  re-  +  due  4-  //Vr  :  <luk(c)  :  '  <////.-(«•)  -f-  /A////  ;   ////r/i  + 
or  //.      J>urf:*  durt-ri/rl   or   //+////;  <//  '. 
.  ///////•   (tffjt/<f.  \\atci-),   r/(a)  (road)-!  r///r/  ;  '///. 
,  re+pro,  se  +  duct  +  ion  ;  </>  .   ///.    ///-o,  *r-i-<turf  +  ivej 
con  +  duct  +  or  or  r-fdw;  nm  -\-duit. 

From  r^/  //  /•<•>;  y/  ,  /v/  //  r^'  ///.v.  dci'i  vat  i  vc  of  «ln,<  ,-,  .  \\»-  have 
c  +  duwit  +  io/t  or  or  or  r//  or  /o//  -f«l  or  r>y//  or    r). 


Helps  for  the  Pupil.  —  '  Dm-at.  \\r-\  «  oinrd  in  tin-  i/urfii/  of  Apulia, 
and  ln-arin.y:  tin-  \vonl  tlnt-nlii*.  '  />/>/.>•.  originally  a  /t<i<t>r  in  hnttlr. 
z  Duct,  n  p<i-  Ih/rfi/i-.  capalih-  <>f  ln-in^  ,/ntn'n  <»ut.  or 

6  Cnmlm't.  a  canal  nnnhtrlinf/  water. 


i:«|ii,    (rr////i,  from  *r  f/tius.  equal,  just. 

Kf/u  +  tt/  or  ///  •  -/:/•  or  oJ+  ////  ;  «^,  nn+eqit  +  ttf  :  CO,  i'n  + 
<'f/u.  +  al  +////;  <'(/ui±m>.t'1  (//"./.  HOcHs^  ni-jln)  01 
or  val  -\-vnt*  or  rut  +  cmr  or  roc  (see  root,  Lesson  XXIV.) 


1^  I  hW-/*V  /////////. 

in    tlu'   dc'rivativr    noun    tf*c////A/x,   if  </t(i  Id  //>-. 
<-</n  it  •  ii  <>r  '////'   nr  ,////  i-  //  ;    ///  4-  /</////  -f  //  or  an*  <>r  n//.v  -\  ///. 
From    tlu'  (li-rivutivr  verb  r/-  y//^'  /r.  </'  <j  .  DOOM  <  </ua  + 

ble  or  bil+ity;  e  +  <jiutt  +  ion  4  or  or*  or  ori  +  «l  :  (t<L  in 
+  (ttl+<'</u<tt((>)  :    (uL    in  --H/</-f  <'<ju<it(v)  f  ///  ;    ^//, 
+  equ«  +  cif. 


Helps   for   the   Pupil.  —  l  Equinox,   timo  of   ryj////  day   ami 
•niwi/r/it.    oi'    c</i'(t/    i-dluc.      *  Equivocal,     douhtful.     In  j 

•'////.  to   two   or   more   intiTpn'tuhon*.      In    an   ^-t/mtttiiH    what    an- 
?     '•'Equator  —  what  docs  this  lim-  divide,  and  into  wlial   part- 


LESSON  VII. 

Fa,*  Fat,  (f,far],  from  fd-ri,  fa  tits,  to  spoak. 

Af+fa  -f-  &/0  !  or  Z>//  +  ity  or  bl  +  y  ;  fa  +  ld<>  2  or  bHJ+< 
f+fa  +  ble;  in+f+ant*  or  flwr?/  or  aut  +  ili'  <>r 
inulti  (see  root,   Lesson  XVI.)  +/V/r+(i)w/x;  4 


far  IT  (\)ous*  or   ious  +  l     or 


6 


or  al  +  ism*  or  al+ist  or  al+ify;  pre 
pre+fa 


Helps  for  the  Pupil.  —  l  A  fable  (the  We  of  r///M.  •  a-il\  *}><>k>,i  (,,. 
2  .Fo&fe  (the  6/e  of  bulum),  that  by  \\lnch  something  is  said  or  taught. 
8  Infant,  one  unable  to  speak.  4  Multifarious,  liirrally.  nt<ini/-«jinik- 
iny,  hence  various.  B  Nefarious,  contrary  to  what  is  divinely  .x/W,-*//, 
hence  wicked.  *  JVi/e,  spoken  by  the  gods  or  some  power  behind  them 
hence  fixed,  unalterable.  ''Fatal,  unalterably  destructive. 
,  the  doctrine  that  things  are  fated  and  so  oecessarj  . 


Fac,    Fact,*    Factor,  (fie,    fy,  fttir,  f<-<(t,  feas,  fash. 
featur,  feUur),  from  facere,fdctns,  lo  do,  to  make. 


/•v/r  «  -tnhun  J  (f»fns,  every  tliin.ir)  :  ///•//  (^/'.v.  ///'//.s-.  art, 
.-kill),    ht'ite.,    of  (  =  oj>.   <•/>*.   Jil»ility,    lirlp.   aid),   sttt-ri 


'"/•/    /. 


root.    Lesson    X  \  1.  )  •  y/v  •  (\)>f/    or    (n 

-f  //<•;,///    or   ence    or   (i)^/-//  ;    <//  /"+ 

/ir  •  (i)r/d    or    (i)fttri/    or  (i  )<•///  +  /y  ;  y/v     < 

or   (\)c)tt  +  hj  ;    (/<•  -\  -y/v         '  or    (i)™/    or   (i) 

+  aciotW  01-  ,//•//;    (/'//,  meaning    to    niak  -uiMi.  HA  a 

suHix,  in  derivatives  loo  nimirrous  to  mention  :  as,  inairn 
rari///,  etc.)  ;  af+f<tir  (V\\  a  f<tlre,  to  bo  done),      /-v/r/  .- 
fact  +  or   or   ory   or   or  +  x/ti/t   or    t'o/i  *    or   (!  ./«  + 

ur  or  /^//  ;    nnnnt  (see  root,  Lesson  M  1  1  .  )  +/acf  -f- 


im+per+fact+ion  :  de,   cf  +  fwt  +  i  re  or  i« 

w;  f'cuf:*  <l<'+f<><tt  ;  frits  {-ible9  or    //;//+///  .   /">/i.-f 
/o/i  10  or  i(m-|-aifo  or  ion  +  abl  +  y;  counter,  tur  (=8tijt> 
for  (furix,    out  of   doors)  +/>//.        Mtniu  ;  jnHni- 
(e)  ;  f'<'fifttr(v)  ;  fur  +f'<'ittt  !•(•>). 

l-'rom   the  derivative  adj.  /</>  //  /x  and  noun  /<w, 

/'^  ci7  i  ^  ^'5,  come  fac  +  ile  or  //+  ////  ;  /'fii-u/t  +  y  ;  dif+ 
jiciilt  :  dif+flcult+y  ;  facilitate).     From  the  frequenta- 
tive af  fee  tare,   affectdtus,  come  a/,  dis  +  af+ft'ct; 
f/ix  -f  (tf+fect  +  ion  ;    afy  dis  -f  «/",    ^  y/  +  ftf+j'*  f+ 

fectat+ 


Helps  for  the   Pupil.  —  *  Factotum,    a  rfoer  of  everything.         //;'/ 
cient,  able  of  or  ow^  o/  or  from  itscl!'  t<>  ///•////  ;n  efect. 

*  Deficit,  what  is  wanting.     *  Fact,  sonu'thini;  rfon«;  hence  =  truth,  as, 

t'acf.     ^Faction,    tliost-    (/r/i//  ,  r    in    o{»|N>sitii>n    t«>    «»t! 

6  Manufactory,  the  word  remains,  tlmu^h  nutchin-  k«  n 


the  j.lacc  <.f  the  /////id.     7  Infect,  to  taint    l.y  «wm« 

noxious.     A  8/«a^,  as  of  swiinniinir.     *  Feasible,   that  may  Ac  done. 

10  F(i*hi»n.  the  maA^  of  a  thing.     n  For/fit,  that  lost  by  some 

12  Affectation,  an  assumption,  a  trying  i  \s  l»at  one  ib 


Word-  Building. 


LESSON   \\\\. 

To  the  Teacher.  —  The  \\unls  im.si  frequent  ly  u>ed  should  be 
.-elected  if  not  all  arc  taken.  All  arc  useful.  -nine  m<>re  u>eful  lh;»n 
others. 


Fer,*  L,at,*  (^///),  from  f&rre,  Id  tus,  to  boar,  carry. 

Cfofi,  de,  dij\  ///,  /w/  '  (///./•,  ///m,  light),  "/,  /;/>, 
(=.pro)9  re,  suf,  trans  +  f  <'  r  ;  circum.  con,  ///•,  <///',  ///, 
re,  fnnix+fcr  +  ence;  sitf+fer  +  er  or  ance  or  /////;  ///•/  .  /v  . 
suf,  tran*+fer  +  able;  dif+ffr  +  cH/  orrHl  +  1y;  c<mi  (<-u- 
,  conc),Jlori  (flos,  floris,  flower),  fnu-ti  (frnrfns,  fruit), 
(pexiix,  pest),  voci  (see  root,  Lesson  \\\Y.)+fer-}- 
ous.  Col,  di,  e,  ob?  prc,  pro,3  re,  trans  +  lat(e)  ;  col,  ob,4  re, 
cor  +  re,  trans  +  lat  +  ion  ;  di  +  lat  -f  ory  *  or  ori  +  ness  ;'  «u," 
il?  re,  cor  +  re,  super  +  lat  +  ive  ;  de  (  =  di)  +  l«!/. 

From  the  derivative  fer  ti  Us  come  fert  +  ile  8  or  il  +  ily  or 
il  +  ize  or  il  -f  iz  4-  er. 

Helps  for  the  Pupil.  —  *  Lucifer,  the  Ught-bringer  —  Venus  as  morn- 
ing star;  by  a  strange  interpretation  of  \>\\.  \\\.  \~,  applit-*!  to  Satan. 
2  Oblate,  pushed,  or  borne,  out  at  the  sides  :  *jiro/<t(r.  at  the  jmlcs. 
4  Oblation—  offering.  *  Dilatory,  deferred,  delayed.  *  Ahlttfirf  e,-i 
that  denoting  separation,  beari/i</  away  from.  ~  I  //afire,  applied  t«>  the 
process  of  reasoning  or  inferring.  B  Fertile,  bearing  rielily. 

Fid,*  from  fid  e  re,  to  trust. 

Con+fid  +  ent1  or  ant  3  or  atf  +  lif  or  en  re  or  o)f-{-(\)(tl 
or  ent  +  (\)al  +  ly  or  (e)  ;  dif+fid-tcnt*  or  cnt  +  hi  or  /';/<r. 

From  the  derivative  /A/  r  //X  fuithful,  come^f/  +  ^'/4-  ////; 
in+fld  +  el;  in  +  fid  +  el  -\-  ity  .  From  thr  w\\\\fi  <!<•;<  come 
per+ftd  +  y  or  (i)ous  or  (\)ous  +  ly  ;  de+fy  f*  d$+Jl+aiU 
or  ant  +  ly  or  «wce  ;  /ai  (Fr.  /<n  or  /o//)  +  /A  or  ///  -4-  //^  or 
tli  +ful  +  ly  or  ill  +ful  +  ness  or  Ik  -f  /e.s-.s  or  /A  -f  lex*  -f  ///  . 


-j  1 

Helps  for  the  PupiL—  '  Confnh-nt.   /  .'Confidant, 

the  one  Irnxtri!.     :i  lUtrnlfnf.  <li*tnixtfiil  of  ^-If.  >  disown  or 

fnith  in.  to  dare. 

Fin,*  riiiil,  from  y/  ni  re,flni  tu»,  to  end. 

/•V//(e)  ;  '  wm,1  '/>',  re  +  fln  Jt»(e) 

de,    Jn  +  de  +  jlH+able;*  fln  +  ish    or    «//+*.        /</,//ie); 
jinit(v)  +  ly  or  ///  +flnit  +  ive  or  #  or  wJ^  or  (e)  ;  </«  + 

Jinit+  inn  or  //v  or  (r). 

From  the  derivative  //  ^/^'  //>•  we  have  /in  -  «  '  :  jht  /  +  ly 
or  al+ity.  From  the  derivative  fi  mi  r<  .  t<>  funiisli  a  tine  or 
tax  or  subsidy,  we  have  ////  +<t/irr  or  </wr+(i)^/  Of  /"^T. 

Helps  for  the  Pupil.—  *  Fine,  a  sum   pai  -,  eruia,  a  ma 

y//<f,   adj.,   what  is  well  finished  is  fine.     2  Confine,  to  place  within 
/ion  ,uls.     *  Definable,  that  may  have  bounds,  or  an  etid,  set  to  it. 

LESSON  IX. 

To  the  Teacher.  —  Sometimes  two  suflixcs  arc  found  in  a  word  —  the 
second  adding  nothing  to,  only  repeating,  the  meaning  of  the  first. 
Al,  in  genetical  and  generical  below,  seems  only  to  duplicate  the  t«. 

Fraiig,*  Fract,  Fractur,  (frag,  friny),  from  f'rangere, 
frdctus,  to  bend,  break,  subdue. 

Frang+ible  or  ibil+ity  ;  in,  re+fr<nif/  -•-//>?<•  or  tM/+ 
////;   fray  +  nu'nt  or  ment  +  ary  ;  *t*/"-f/Vo0l(e)  ;  ir-f  r«-f- 
fruy  +  able  or  abl  +  y;  in+frinf/(^  :  ///  +/V'X<y(i»)  -f  '//' 
Fr<t<'t  +  ion  or  ion  +  al  or  ion  +  s  ;  in,  rc+fr<i<t  ;  in,  re  + 
ft'ttct  +  10/&  ;  re  +fract  4-  ory  or  o/-/  4-  w^ss.     Fractnr( 

From  /ra^  i  fo's  we  have  fray  +  ile  or  *7+  ////  .  //•</  4-  //; 
or  il+ness. 


Helps  for  the  Pupil.  —  l  Suffrage,  perhaps  from  a  broken  piect,  or 
}i<  .-I  sherd,  used  in  voting.    For  other  aid,  see  the  Model  preceding  Les- 

son I. 


I  ti,i<l,  Fn«.,  ••  (/'<niit«l./'onf-.  from  /////  <l<'  rt-.j'n  >•//>-.  to  melt, 
to  pour,  pour  out,  shed. 

Ke+fuH<l:1   n'+/'ttn<t  I<HUK!  ;     j<nui<l 

or  r//;  />>///.       /•'"»        .        ,,   ,///',   ///.  pro,  *///,  //v/// 
/'//*(••  i  ;  /'//>•  M'"//  or   //>/•  .   '///',  '/.   ///,  j>ru,  trait*  •  /'//s 

;   '///',  r/i-fusi 

111  derivative  /// //  //.<.  pouring  forth  \ain   talk,  wo  get 
fut  +  ile4  or  il+ity. 

Helps  for  the  Pupil.—1  /.  to  pnur.  Otto  pay.  Lack.     •  /•'• 

to  melt,  and  pour  intt>  H  mould.     *  Font  of  t  yp-  .  ain,  rmpty. 

Oeii,  liienit,  if/r///,  y<'ntt.  f/r/<f/,  (/<>tit't>,  from  f/iy  H<' >•<•  or 
yi  yen  ere),  to  beget,  produce.  Gciicr,*  from  ye  tins, 
yen  er  /s,  kind,  race,  class,  species. 

///'//(  =  ///)  f-f/r/*  4-0  ^.s*;  '  jtru  +  ye  n+y;  (</<n  is  found  as 
a-sullix  in  many  (Jrcck  words  ;  as,  hydro//'//,  do- 

.of/cn)  ;  homo,*  hetero*  + yen +  ((>  yeni  oral 

+  ity  or  al  +  ly  or  (us)  (L.)  ;  in  +  geni  +  ous ;*  yenu  +  im  ; 
in  +yritir  +OHX*  or  ous  +  ness  or  0 ?/*  +  ///  or  ////  :  r//-////  (the 
(/excrescent)  -her;  m  +  {/enrf  +  *r.  Genit  +  in- 7  or  ///  or 
or  ;  /?r0  +  yenit  -h  or  ;  co/i  4-  yenit  4-  ^/ ;  ycnet  +  /'• 8  or  t'c  -f  "/. 
Gener  +  al  or  «/-f  iVy  or  al  +  ize  or  al  +  iz  +  ft/-*  i»n  or  fo  or 
ic  +  al  or  ic  +  al  +  I//  or  0w«*  or  o.v-f  ////  ;  r^//  •  f/r//r/\ 

From  the  derivative  ///'//•<,  /A'//  //>•.  \v<1  Iiavr  </r//^  f  A-10  or 
eeZ  or  Zy  or  r#  or  lei-ness  or  tVe.  1'roni  the  dcrivat i\c 
gen  era  re,  generii  In*,  we  have  yan-rttf  ion  or  tV0  or 
or  or  (e)  ;  <&,  re  +  yenerat  +  ion  or  i'/v  or  (e). 

Helps  for  the  Pupil. — !  7/w//'  N  in,  and   hence  na1i\ 

-  Homogeneous,  lik?  in  kind;  * hct  Ftftfo  in  /.•/'////.     4  (,'r/i/n/. 

pleasant,  A-////////.     KJnpi0fiHNMy  gifted  with  inventi 
nous, high  born,  frank,  nnblr.     7  6  .  the  BOOTO6  <-a-e.  tin-  o/'case. 

9  Genetic,  pertaining  to  source  or  product  inn.  '•'  (icm  run*.  lilM-ral.  cath- 
olic; a  Duality  >uppo-.-d  t«.  1».  I..DI:  to  liiirh.  nol.]c  l.irtli.  10  (it  /<//»-.  mild, 
refined;  a  quality  Hjpp..~,-d  lo  belong  to  thoie  of  a  chi  /i^. 


\. 

To  the  Teacher.—  S  m   «-..n.  •  ,-    n*<-it«tinii. 

OIK-  "!•  two  .iity.  !•.•!!!   Kn-iNi  \\ord-.  for     i^tantv,  may  be  ••tipiml^ 

rarh  of  a  miMilM-r  of  pupil-,  at  thr  hoard.  or  at  thi-ir  -«-al-.     Tin— 

*re  to  Analyse,  pUcing  tin-  pin-  -i-n  h.  IW^MI  prvflxea,  root,  AIM 

in-1    uii.l.-riiniii-  thr   root.      An   illustration  of  the  uw  of  each 
uonl.  should  then  lx)  writUui.     Thi  iinjMirtant  than  writing  A 

<h-iinition. 


(ilrad,  imrv**,*  (yred,  gradu,  (/ree),Trom  grddl, 
to  step,  walk,  go* 


i:1  retro  +  y  r«  <l(i>)  :  r/-1"'/  t-  tit 
f/ri'<f  +  (i)i'Ht  ;3  yra<lu  i-<tl  or  *//  »  ///  or 

V^''  '   -          '  '.         •      //',       /'/'",       //''///>•    •    </!•<•*#   . 

.s.s-    !  '/•'//**  +  prOM  + 

////,   <//,  />/v;   ,-f/ri'SS  i 

the  di'fivat  i\c  degraddre,  "  >'>i  tns,  corae  A 

t  •)  ;   /A    '••<ir<t<liit  +  ittn. 

Helps  for  the  Pupil.—  1  ///Yiifc,  a  A/^/I  in  rank.  *  /m/r^/i>w/.  thai 
\vliich  /-/<//-i-x  ////»/  a  compound.  '  Graduate,  one  elevaUnl  t«  *  grad*  or 
degr>  '/ression,  tin-  //'>'/i//  out  towards,  or  /«,  in  ho-tility. 


«jra1u.   </r<iti.    <jra<.   yr<  •),  from  {/r<ittt*. 
d(-«  r\  intr  thanks  thankfiil  ;  grdti*,  by  favor,  without  reward. 


r;/v//i-  7f^//    <»r   fnl  +  ne**;    iw-r-f//"' 

r/rr////         /   or   it  +  on-  :    frail  f  0ra«  +  /infc; 

r/y./r  //-ac(c)+/w/  or  ////  +  ///  or  f  ttl  +  ness  or  few  or 

,/-  .-•         :     ///'.<-}  *//•'"     -)-f/w/   or 
jrrac-f  (!)"">•    «>r    (ijowx-f///    .»r    i  MM  ;  a. 

</  /  r(c)  4-  r/  nife  4-  iifjr*  or  fi£/  -f  y  or 

•  in   thr  drrivativc     ///•////_  .     yrat  ificd  tu*,   Come 


</>•<(?<      jit      t/nifi  •  jit-fit  \  i<>n.      Kn>m    tin-   derivative   </nt/- 
u  Id  riy  gral  u  ///  ///>,   eome  yratulat+wn  or  ///•//    oy  ( 
con  +  yr<tttil<it  +  ion  or  ory  or  (e). 


Helps  for  the  Pupil.  —  '  Disagree,  not  to  accord  \vith  or  be  agree- 
to. 


.      (host,   hot,    o.s/),    fnun    //o.sy>rs.    //os  y>/  //.s-.  OIK>    who 
cnlrrtaiiis,  or  a 


'  urttl+ity*  or  (tbfr  ;   host  :''   /tost  {  MA  ;   host 
+  d  or  7i  o,«tf  -f-  ^/  -f  /•  //  —  hot  +  el  ;  h  ost  -f  /  -f  r  /•  =  o«^  -f  /  4 


Helps  for  the  Pupil.  —  l  IIuMjHtul.  a  Indhliug   ;  k 

-   //'  is/tiffl  /iff/,   the  p-lliTi'l.  /'///  .»!'    urIH'>l-  Ho*!.   \\ 

r.      1/vxtft-r,  now  Sy-sV/r/-;  dice  iln-  iH't-kfCjtcr.  in>\v  I  lie  yroom. 


LESSON  XL 
Ject*,  (jet,  jut),  Tromjdcere,j<ictns.  to  lay,  throw,  cast. 


/,    yv, 

ob,  pro,  re,  mb+ject+ion;  ad,  ob,  xidt+ject  +  ivi1;  '  ////.  ///-o 
+J<'ct  +  <ir;  ob  ±jcct  +  ion  +  able  ;  ab+jert  +  lif  or  cfe 

+ject  +  cd  or  ed  +  ly   or   ^/     ness;9  jet;    j<t     (t  )//;'  .////. 
From  the  derivative  />/  c^'  rr,  to  lie.    we  have  <"/    ./V/r  fry// 
or  e;?6'7/;    circum,   *i'fn  r+Jac-\-  -/•///.      l-'mm   the  tlerivati 

^re,    COHJfrfux.    and     cjiirnld,  \CUldtUS,     \\r 

have  ron+jectur  +  (d  or  al  +  ly  or  (e)  ;*  e+,j<K'ut<tt 
ory  or  (e). 

Hints   for  the   Pupil.  —  '  >S'/////rr/  lie   mind,   or   the   internal 

world,  in  distinction  from  o/:  rid.        / 

ne*v.  t  being  ottf  dot**.    *Jet,atht 

*  Jetty,  *  proj«-t«,n.  as  a  wharf.     *  <7o?(y 
throw  out,  as  a  guess.      *  Ejaculation,  ut.tt  • 
.ly. 


if    /','//////>//. 


Jung,  JIIIH  (.    JIIIM  !  in  .  (join,  joint,  joitttttr  ,  from 
ge  re,  jtiucttis,  to  bind,  connect,  unite. 

Join  ;  join,+  rr;  <«L  con,  </i*.  m,  re,  sub  +  jot  a  :  joint  ; 
joint  +  hi.     Jttitct  +  ion;    con,  dis,  in+junct+ion;*  run, 
\jinict-\-ive  or  ive  +  ly.     Junctur(o)  ;  con,  dis  + 

;  joitifitr(e). 

From  t/w  </«  re,  ju  gd  tus,  derived  from  jugum,  a  yoke,  we 
get  con+jug  +  ar  or  al  +  ly  or  al  +  ity  ;  con,  snb+juyat  + 
ion  or  (e)  8. 

Helps  for  the  Pupil.  —  J  Injunction,  an  enjoining,  a  mandate.    *C0tt- 

jn<)«L  jMTtaining  to  those  joined  in  marriage.     *  Subjuyati  \  literally,  to 
cause  to  /y^.s.s  under  i\\e  jugum,  or  yoke. 


Jur,*    Jurat,   from  jurdre,  jura  tus,   to   take    an    oath, 
make  oatli. 


,  per+jur(e)  ]  jur  +  yl  or  or;  per+jur  +  y 
or  or;  con+jur  +  or  a  orer/3  a^,  ac?,  con  +  jurat  +  ion. 

Helps  for  the  Pupil.  —  l  Jury  —  what  is  administered  -1<»  a  jury? 
2  Conjuror,  one  bound  to  others  by  an  oaM.  3  Conjurer,  a  juggler,  one 
who  practiM's  magic  arts. 

LESSOX  XII. 

To  the  Teacher.  —  Do  not  let  the  pupil  overlook  the  eonnnon  meta- 
phorical uses  of  words.  Have  him  see  that  in  sayinir.  f  W//  r/  \mir 
thoughts,  Recall  or  recollect  what  lie  >aid,  Outlim  \\\  you  are 

using  the  words  collect,  recall,  recollect,  and  outline  not  literally,  but 

iigurat  ively.   nu-lapliorically. 

L.at,*  see  Fer.* 

Legat,  from  le  gd  re,  le  gd  tus,  to  bring  forward,  to 
on  an  embassy,  to  depute,  to  leave  by  will. 

egat  +  <>   or  (e)  ;  leg  +  acy;'    /<f/dt  +  ion; 

L  ilc,  +legat+  inn  ;  </<>  +  legat(v)  ;  a  ;r  +f<>f/«t  4-  />//?•  or  (e).1 


Word-lluiltlii 

Helps  for  the  Pupil.—  '  /  hi/  will.     *  Delegate,  one 

deputed  or  appointed.     y  7^  stud  hack. 


,    Lc»<*t,;:    Lwtur,  i//r/f  /r.s.s),    from    /<•</<•  re.  (<'•<•  fun,    to 

read,  leather,  rhoose. 

/.<?/  +  //>/<'  or  ilnl  +  ilif  or  /W;1    it  +  /<•</  +  ib/r  nr  /////{////  ; 
ro/  +  /f0r(e);a|  c,   in  +  c  +  leg  +  ance   or   aw//3    ley  +  rm/*  or 
/  -f  tf/7/  ;  r  ,5  ///  4-  ^,  /^/6'/  +  J/f/  H-  //>^'  or  /7>/7  -f  ////  ;  r///' 

I  -/iy  +  cHi  or  c^.ce  or  ent  +  ly.     Col,  did,'  e,  /////•/."  /////, 
;r  +  'W,  se  +  l$ct;   col,  e,  pre  +  tli*  rr  +  col,  se  +  lect  +  i'- 
/  --Iwt  +  ur;  less  +  on.    Lectur(o)\  lectur+er;  l«-tm 


Helps  for  the  Pupil.  —  J  7>///o/;,  a  chosen  lunly  »>f  men.  ': 
a  collection  of  persons,  a,  semiimry.  :i  Klryanl  —  what  would 
manners  or  style  be?  4  /j^/curf,  once,  that  it/i/wind-il  to  !><'  r»nl  ; 
now.  a  mytliieal  story.  r>  A7  ///*////•.  <iualilied  A/  ///•  C/HWH.  r'  Ih'li<. 
oppo<c(l  to  m-f/Iif/t'/if  ;  jminxfuktiHJ  ill  the  matter  chnxi-n.  7  Ih'n/rrf, 
language  rer/r/  and  t^jinkcn  throughout  a  limited  reirion.  "  Intdhrl, 
the  faculty  of  choosing,  distinguishing,  knowing.  *  I'mlUn-liim,  a 
bias  disposing  one  to  a  certain  choice. 

LJfoer,*  from  liber,  free,  frank,  acting  at  one's  pleasure. 

or  al  +  ly  or  <y/-h  /^//  or  ^/-h  />•///  or  ^/+  /'^';  /V-f 
or  ^/4-  ////. 

From  the  derivative   noun  Ulicr  In*.  lil>  <T  hi  I  is.  \\r  have 
/ibert  +  y  or  iw0  !  or  iu  +  ism.     From  the  dcrivati\f  vc-i'b  ////- 

;  /v,    UberdtU*,   conic  Hbet'<it+  ion   or  o/-  or  (c)  ; 
liver;*  de  +  liver  +  er  or  ^///rr  or  //. 

Helps   for    the  Pupil.—1  /,////•/•///«•.   on.-   \vh<.M-  tihrrti/  has 
1  1  ii  •  re  license.        />>  ;/  '•</-.  t  -  -  /  / 


,*  from  //  num.  line  a.  (lax,  thread. 
J/in(e)  ;  Wn  +  /-//  '  or  /;  "  Mn^e)-f  ar  or  o^«§  or  ///  DI 
ment  ;  lin(\\)+et;* 


Elementary  English.  27 

From  de  lin  e  a  re,  de  lin  e  d  tus,  a  derivative  from  linea, 
we  have  de  +  lineat  +  or  or  ion  or  (e).6 

Helps  for  the  Pupil.—1  Linen  is  made  of  what  ?  and  2  lint  of  what? 
*  Lineage,  line  of  descent.  4  Linnets  feed  on  what?  *  D^Hnt-ntt,  to 
outline. 

loiter,*  from  lit  era,  a  letter. 

Liter  +  al 1  or  al  +  ly  or  art/.9 

From  the  derivative  adj.  lit  e  rd  tus  come  liter  at  (e) ;  i7 
-f  liter  at  (e)  ;  i7  4-  literat(e)  +  ly  or  Mm  ;  *7  -f  litera  +  en  : 
al  -f  literat  -f  i'ow  3  or  ive.  From  the  derivative  lit  e  ra  til  'ra 
comes  liter at itr(e). 

Helps  for  the  Pupil.—1  Literal,  according  to  the  letter.  ^  Lit- 
erary, pertaining  to  letters  or  literature.  3  Alliteration,  repetition  of 
the  same  letter  at  the  beginning  of  successive  words. 

LESSOR  XIII. 

Lioc,*  I, oral,  (loco,  lien),  from  locdre,  locdtus,  to  plan1, 
arrange. 

Loc  +  al  or  al  +  ize  or  al  +  ity  ;  loco  +  mot  (see  root,  Les- 
son XVI.)4-'i'ow  !  or  inot  +  ive;  lieu  +  ten  (see  root,  Lesson 
XXVnLj+anf  or  ten-raucy.  Locat+ion  or  (e)  ;  ro/.  ///x 
-\-locat  +  ion  or  (e). 

Helps  for  the  Pupil. — 1 Locomotion,  movement  from  place  to  j9/o«c. 

Loqu,*  Locut,  from  ^o  g/ei,  lo  cu  tus,  to  speak,  to  talk. 

Loqu  +  acious  orac  +  ity;1  col,  ob,  son  (see  root,  Lesson 
XXII.)  +/of///  +  ?/ ;   r,    magni  +  loqu+ent  or  ^wre;   co/-f- 
(\)al  or  (\)al  +  ly;  sot-i  +  loqu  +  ize;*  ventr  ?er, 

or  f«/w. 
or   on -Vary  or  fow-f 


Helps  for  the  Pupil.  —  '  Loquacity  t   tnlknthvneM.     *tii/ilin/n- 
talk  nhnt<>   and    l<>  one's  >elf.  trilntjnisl.    «>ne  making   his    \niro 

seem  to  come  from  some  nther  than  its  n-al 


I.  ml.     l.u%,  from  ///  <lr  re.  It't  mis,  to  play,  lauirh  at,  sport  \\ith. 

Al?  dej  e.  tntn\  pre  +  lu<l(v).  Al,  col*  de,  c,  //'  i  /".«*-f 
ion  or  ive  or  ive  -f  ///. 

From  tin'  derivative  adj.  In  dicrus,  AVC  have  Imfi  •  (cr)  "//> 
or  (cr)  0ws  -f  /y  or  (cr)ous  +  w^55. 

Helps  for  the  Pupil.  —  !  A//n<l<*.  to  ////?/  f//.  r^frr  to.  nut  l<>  <pi-ak 
fully  of.  2  ])rln  <!>'.  toy/A///  //•////  in  order  to  deceive.  In  :<  ro////.s/o//, 
n\e\\  play  into  eoc/i  other's  hands.  *  Illusion,  a  deceptive  apprarar 


.  •  (niagni)f  from  //ir/</  /<//s,  great. 

Mayn  +  anhn  +  0**6'  or  an  tin  +  «7//  y  itun/n  -f  rr/^5  ; 
-f/«/  orfi  +  er  or  fic  +  ent  orfic  +  ent  +  ly  OYjic  +  oire  or 

From  the  derivative  majestas  come  M<i.j<'st  +  i/  or  />  or 
ic  +  al  or  ic  +  al  +  ly.     From  the  derivatives  mayixt<'i\  until 
is  trains,  come    in((</ist?>r  +  (i)al   or    (\)al  +  lif  ;    nttisti-r  ; 
tHffstci'  +  ly   or  /w/   or   sAtp  or  Z^5  or  #  ;   nttujisti-tit^ 
ttt<(</isfra 


Iffan,*  (tnanu9  mairi),  from  rua  i///s,  the  hand. 

,)/fM/  +^f/(c)  :  M<tn  +<ig(e)+ment  or  «< 
+  (&)cle  (dim.  of  manica,  a  glove)  or  ceuvre1  dj   ///r  ;  J 
(four)  +  m€t,n  +  ous  ;  manu+al  or 
nunml  -fartiir  I  -rr   <»r  /'(irfi 
mtt*  (see  root,  Lesson  XV.)  or   miss  +  ion  or  script   ( 
root,  Lesson  XXI.);   a-f  wante  +  0ws  +  (is)   (L.)  :  ni<tin  + 
tain*     (see  root,  I  \\VIII.)  or  tain+aUe  or 

-f-er  or  trn  +  a/i'-i'. 

From  the  <l«-rivati\«-  manttre  (I-'r.  ),  we  have  wf//Mn 
or  er  +  ly  or  er4  Zi  +ne8s*  or  er  +  isrn  ;'  un  +  iH(in(u)     er 


Elementary  Enylixlt.  x!(.» 

ly  or  er  +  li  +  ness.  From  the  derivative  e  man  ci  pare, 
e  man  dp  a  tus,  we  have  e  +  man  +  cipat  4-  ion  or  cipat  +  or 
or  cipat(e).  From  the  derivative  'nm  itipuldtim  we  get 
tn(ftii  +  (pu\(<it)+ion  or  (pulat)-for  or  (pulat)(e). 

Helps  for  the  Pupil.  —  •  Manoeuvre  and  8  manure  are  the  same  word, 
and  =  work  by  the  hand.  The  chief  work  on  the  farm  is  to  fertilize; 
hence  it  came  to  be  called  to  manure,  and  the  word  was  then  tru  in- 
ferred as  a  noun  to  the  fertilizer.  *  Manumit,  to  send  from  oin-'- 
/Htm/  a  slave,  to  release.  4  Maintain,  to  hold  by  the  hand,  to  support. 
6  Mannerliness,  rii-il  manners.  *  Mannerism,  peculiar  style,  or  man- 
ner, offensively  prominent. 

LESSOR    XIV. 

Iflar,*  (m«ri),  from  md  re,  the  sea. 

+  ine   or    in  +  er;    sub,    trans,    ultra  +  mar  +  ine  ; 


ma  ri  +  time. 

]tlater,*  (matr,  matri],  from  iwa  ter,  md  tris,  mother. 

Mater(n)  +al  or  ////  ;   matr  +  ix  or  on  or  on  +  ly  or 
i^;  inatri  +  mony  or  moni  +  al. 

From  the  derivative  materia,  matter,  we  get 
al  or  a?  4-  Zy  or  a?  -f  ity  or  «?  4-  w^  or  a/  4-  w^  4-  ic  or  «Z  4  / 
*  or  er  +  less. 


Helps  for  the  Pupil.  —  1  MaterntUxm.  a  doctrine  attaching  undue 
importance  to  matter.  8  Jhtftrr,  the  substance,  and  so,  as  it  were,  the 
mother  of  material  things. 

Uledi,*  from  we  efi  w«,  middle. 

3f<W/4-(um)  (L.)  or  «/  or  ocr(e)  or  ocr  +  ity  orev  (wvum, 
n.iriO+flZ  or  ^rr  (terra,  earth)  +an  +  ean.1 

From  me  did  re,  nn>  di  <'/  tux,  wr  ^-t  Hi<'<li<tt  +  or  a  or  / 


30  \Yur,l-n,iil<ling. 

or  0rt+a?  or    (e)  ;   tw,$  inter  f  wr//r//(i  )  :    ////.    inter  + 


Helps  for  the  Pupil.—1  J/  •  </;*—  liio  sea  named   from   ila 

him;  IK-I  \\trn  what?    *  Mediator,'  on  >  in  fat  twin  t<>  ivmnrilr. 

*/m,  the  negate 

Iflcnt,*  from  mens,  men  tis,  tho  mind. 
3/riif  4-  a/  or  «/  +  ly  ;  de  -f  inent  -f  ed. 

Ulerc,*  (merci,  merch,  market),  from  mercdri.  >n<  red* 
tus,  to  trade. 

Merc+.er  or  ant  +  He;  com  +  IH  <'*•<•(?)  ;  3fr'rr  +  wr4-//  !  : 
com  4-  utewi  +aJoral  +  ty  ;  merch  +  fltt/  or  and  (  =  atif)  4-  ?'2;e 
or  unt  +  dble;  nt«rh-<'t  (from  ntcrcat,  the  ]).}>.  root); 


Helps  for  the  Pupil.  —  T  Mercury,  tho  ^od  of 

]flerg,*    Mer§,   from  merge  re,  m^rsus,  to  plunge  into,  to 
sink. 


Merg(e)  ;  e,  im,  sub  +  merg(e)  ;  e  +  mcrg  +  ent  or  ercce  or 
'  4-  merg  4-  m<?0.      ^,  trw,  5W^>  4-  w  *'/••*<  4-  /ow  ;    ////  . 


sub  f 

Helps  for  the  Pupil.  —  >  Emergency,  a  pressing  necessity  suddenly 


LESSON  XV. 

,*  Mitral,  from  -nti  </t-fi  rt\  mi  f/r<t  tus.  to  i»o  from  place 
to  place. 

Migr  +  ant;  e,  im+nUgr+ant.     Migraf+ion   or  ory 

(l)irds)  or  (e)  ;  e,  im,  trans  4  miyrtif  *  i<m  or  (»•). 


Mir,*  ]?Iirat,   (mira,  mirr),  from    nurnri.   Htirrifus.  to 
look  at,  \\omli-r  or  in;ir\<-|  at. 

.)//'/•  •  d  +  mir  +  able*  or  abl  +  y  01  W  or  /'////  or  ///// 


1'lli-nn-nhiry  English. 

+  ly  ;  mira+cle  (  —  ctilttm)  or  cul  +  ous  or  n/l  +  ous 
tnirr  +  or.       A<l     m'n'ut  +  ion. 

The  Fr.  merveille,  from  the  derivative  mirdbilis,  gives 
us  iHttrt'  +  el  or  el+ous  or  el  +  ous  +  ly  or  el  +  ous+ness. 


Helps  for  the  Pupil.  —  '  Miruyr  —  what  is  the  optical  illusion,  <-;tll«-<l 
mirage,  which  can  *cs  wonder?    -Admirable,  the  mere  wonder 
no\\-  into  approbcUion. 


Mitt,*  Uliws,  (ni  it,  mis),  from  w//  /^  /y,  nits  sits,  to  SIMM!,  cast, 
throw,  Ivt  go. 


,  re  +  mitt  +  ance  ;  re  +  mitt  +  ent1  or  er;  inter  +  in  iff 
+  ent*  or  ing  +  ly  ;  com  +  n<ift  +  ee  oral;  nil,  com.  <•.  inter, 
ntftu  //,  tt,  per,  re,  xuu,  trans  +  nt  it.  Miss  +  ice  or  al  3  or  He  4 
or  ion  or  ion  -h  ary  ;  re  +  ///  />•*  ;  r^  -f  //*  iss  +  72^5  ;  '  rt</,  ro///  . 
/',  /y//r/\  in<tn-u,o,per,  re,  sub,  trans  +  m  iss  +  ion  ;  ad.  / 
trans  +  miss  +  Me  ;  per,  sub  +  ni  iss  +  ive  ;  com  -f  /**  is*  -h  ion 
+  er  ;  com,  e  +  niiss  +  ari/  :  com  +  pro,  de,  pre,  pro,6  sur  + 
roto(e). 

Helps  for  the  Pupil.  —  '  Remittent*    xlackt-tntHj   in   effort. 
inittent,  r»  -i-i'mHr  in  HTnrt.     :>  Mixxtif.  the  mass-hook  —  ///^.s.s  from  f72is«a 
/-x/  (the  congregation  is  dismissed),  with  which  word>  the  service  closes. 
4  Missile,  that  thrown.     °  llnnixxness,  slackness.     *  Promi*-.  to  jt^w/,  or 
*nnl  forth,  a  binding  declaration. 


I?Ioii,*  Uloiiit,  (nionti),  from  in  one  re,  tn<'nt  i  tns.  to 
rcinind,  warn. 

J/7  f  ///<>//  +  /V*  ;  5w;n  H-  //*o/*  ;  '  x///w  !  y/*o/*  -{-er  or  5  ; 
)n<»ut  +ment*  or  ment+al.  Moiiit  +  or  or  ton  or  ory  or 
or  +  ship  ;  ad,  pre  f  in  on  it  -f  i'ow  or  ive  or  or//. 


Helps  for  the  Pupil.  —  l  Summon,  to  /m/-//  to  appear.     9  Monument, 
that  l»y  which  people  are  n//t  >'/»/>  <l  ..f  -..met  him:. 


9Iort,*  from  tnors,  im'trtis.  death. 

Mort  +  al  or  al  +  ity  or  al  +  ly  or  utiiht  '  or  gage8  ;  im  + 
mort  +  aZ  or  «/  -h  f«c  or  al  -f  t///. 

From  the  tlrriviitivt-  nun-  ti  ri  <-<i  rt\   mortifi  cdtu9t  come 
or  ]ic<it  +  ion  *. 


Helps  for  the  Pupil.  —  l  Murf/nfii/i.  property  pa  —  ini:  t"  ii1.''  <  'liurdi 
Wlfl  inalit'iialilc.  |>a»f(l.  as  it  won-,  into  tin-  /mm/*-  ••!  a  //»  '"/  man. 

.I/'.  ';;-/,/..  land  held  l»y  ///or///m/r  Ix-canic  l(»-l.  <>r  ///////.  to  I  IK-  mnrl- 
gagor,  on  Itn-at-li  of  tin-  condition.  :'  Mnrhjiattiun,  tin-  niftapli«»rical 
meaning  is  rfe«//<  of  ]>ridc. 

LESSON    XVI. 

To  the  Teacher.  —  For  oral  recitation,  a  Latin  root-word.  //, 
for  instance,  may  be  put  on  the  l>oard.  Different  |>upil>  may  name  the 
several  root-forms  from  this.  These  may  be  written  in  a  column 
U-ncath.  Other  pupils  may  IM-  a>ked  in  <:ivr  the  preti.\e>  and  the  Mif- 
fixes  that  unite  with  each  root-form.  Write  the  prefixes  in  a  column 
to  the  left  of  the  root-form  and  the  suHixes  in  a  column  to  the  ri-hi. 
thus:  — 


etc, 

Then    l.-t    otlier   pupils  condiine   the>e   into  \\'>nU.  explain   the  mcan- 
of  each  prei;  Cottn,  and  Millix.  and    illuslrate  tin-  1186  oi  t  h 

words  which  th«-y 


Jlov,  Tl€il,*  (///ou  fn.m  IHO  r<'  !•<-.  luofus.iu  ino\i>. 

Mav  +  er  or  able   or  <ihl  •  //  ;   hn-\-  nior  \  uhlr  or  ii 


Ele  a  i  rtilnrti   Knfj  1  is  //  .  33 


re  +  mov-f  al  or  able  or  ed  +  nes*  or  (e)  : 

+  ment.     Mot  -{-ion  or  or  or  iv0;  '  0  -t-  /**  of  +  «w  a  or 

dl  or  /ye;  pro  +  mot  +  ion  or  iVe  or  er;  joro,  re  +  mot(e)  ; 

com  +  wof  -f  ion  ;  in  o  +  ment  3  or  w^w/  +  ary  or  wen/  -f  /^  o  r 

ment  +  ous4  or  ment  +  ous  +  ly  or  7newtf  +  (uni)  (L.)  ;  nto  +  b 

(the  ^  from  the  ending  i/7/s  or  fo70  in  mdbilis,  nu'ibUr,  easily 

moved). 


Helps  for  the  Pupil.  —  '  J/o///r.  a  n-ji^mi  f«»r  rlunnji-  nf  purpose,  for 
innrt'iniiil.      -  Kmnt'uni.  ///<»•/  mail,  agitation,  of  tin-  fWlin^s:   the    1 
ing  itself.     *M<nnrnt.  an  instant  of  time;  of  iniportancr.     *  Motn 
ous,  of  molding  force. 


or  Multi,  from  multus,  many. 


Multi  +  tfwcfe  or  /wrf  4-  (in)  -f  ows  or  7>/y  (see  Lesson  XX.  for 
the  four  roots  ply,  plic,  ple$  pli)  or  y  >//<•  +  ?V//  or  ^e  or  y>// 
+  ^y  or  itlic  +  and  or  plicat+ion  or  form  (sha})e  or  form) 
or  form  +  it  y  ur  fu  r  +  (i)ous. 


,*  (mon,  nuuii).  From  w/f  /*//>-,  mii  tic  ris,  a  duty,  an 
office,  a  grift. 


7m  -h  iw  //  //  4-  ////  ;  '  ro??2  -h  W*.M  w  4-  //,?/  2   or  /x/  or  fow  or 

tHOH  ;  3  com  +  won  +  er  or  /^  or  al  +  ty  <>r  y/rx^  or  «; 
»/  /n*  /  f//<-  +  ew^  4  or  /rr  4-  ^>//  -f  /y  or  ji<*-{-ence. 

From    the  derivatives    com  mit  ni  care,    cow  nut  ni  C(i  I"*. 
and  7*e  m?^  fttf  ?*«  ;•/,  re  w?^  HC  nt  ///>'.  wi'  Isnvr  /vy/y/  -f  nuuii<'  + 
ant   or   ^/y/r  ;  emu  +-  nut  H  h'«t  \-  it,ti    nr  //v  or   (e)  ;  ££  +  <•• 
+  imtHi<'(tt  +  ion  or  (e):  re  +  HiHiicr  +  abte  ;    re+  mum-rat 
-\-ion  6  or  ?>0  or  (< 


Helps  for  the  Pupil.—1  Immunity.  <\rf  motion  from  r7w/y.     - 
munift/.  nil  *hn  /•/////.     *  Commnn.  xlutn-J  l.y  .///.      *  Mnn(ii<-mt.  inn 
lavish  /////«.     57/'  iftofC,  ///'/•//«//.  *>\-  that  gtivn.  in 


:',  i 

\a»<*.  \al,'   \alur,  from  m/s  r/,  /m  ///s,  to  he  horn. 

Nasc  +  ent  or  e/jcy.1     Xat  +  al  or  ion1  or  ion  +  <:l  or  / 

al+itii  or  iu/t+al+ize  or  ire  or  iv+itt/;  ///,  r>///  :  /m 
\<tfnr  +  (tloral  +  ly  or  al  +  ness  or  al-l-ize  or  <it  i  -  /W  or 
iz+at  +  ion  or  (e)  ;  '  ////,  />/•<'/>'/-, 


Helps  for  the  Pupil.  —  '  Nascency,  si.-iic  nf  ////-/A.  l-ll  \  •Minl«>i;i«  •ally, 
hut  not  in  fact,  "-nation  naim-s  a  jM-nplr  uf  tlic  ««W£  Wr^//  nr  >toofc 
*  Cognate,  born  with  <>ne.  *  Nature,  i-lyint.l«^ically.  tin-  i.h-a  ..r  /;//7A 
predominates, 

I¥av,*  from  /i<f  r/s,  ship. 

JWfr  (c):  '   nfir  +  al  or  y.     (For  navigate,  etc.,  see  A».  ) 
From  the  derivatives  wa?£  ^i  r^x  and   w///  x^'  ^/  /r,  //^// 

have  nttuf  +  ic  +  al  or  ic  +  al  +  ly;  mritsr  +  ow«  or  (a); 
or  (e). 


Helps  for  the  Pupil.—1  JYiru*e,  tlic  hody  of  the  church,  liknu-.l  t«»  a 
\nusea,  «ca-sickncss  —  appropriai 


LESSON 

,*  from  HOS  ce  re,  no  tits,  or  gn6s  cc  rr,  t/ito  tus.  to  know. 

Not  (e); '  not  +  er  or  grf  or  ice  or  ice -{-able  or  ?W  or  / 
aZ  or  ori  +  ous.* 

From  the  derivative  notificdre,  notified  tux.  to  make 
known,  we  have  iiofi  +f'f/  or  jicut  +  ion.  I-'roni  ///  ////  /v/  rr. 
not  to  know,  we  have  i  (=  iu)  +  </nor +  a/if  or  ^//rr  or 
«WW«  3  or  (e).  Krom  the  derivatives  ////'  ///  //>-,  ///  //<;  ///  //x.  we 
liave  no  +  ble*  or  bfl  +  i/i/  or  ///  j -//  or  b/c-^ness;  i  +  gno  + 
ble  or  #/+y  or  ifo+  I-'rom  notdre,  no  id  tus,  come 

iint+dble  •         '  '-Hy   or  abil+i/t/;  itofttf  -{ -A///  ;  <A  . 
no/i  '/*,    6/e,    con  +  Hot<it  +  in/t  :    («<  •  n<>f(tf(<-).      l-'nun 


/•J/r  nn1  ni  <i  rij  English.  35 

rot/  Hoxcere,  cdgnitus,  we   have  co  +  yuiz  +  ancc  or  ant  or 
able;  co  +  ynU  +  ion;   re  +  co  f  gniz  +  ance  or  a6fe  or  (e)  ; 

+  ynit+(o)  (It.). 


Helps  for  the  Pupil.  —  l  Note,  a  mark  l>y  which  a  tiling  i- 
2  Notorious,  with  us.  known  for  /w/  (juaiitics.  3  Ignoramus,  a  block- 
head ;  but  ivally,  amus  is  the  1st  per.  plu.  indie,  ••ndin-  "f  L.  v.-rl.  : 
1  1  v  i  ice  ignoramus  =  ive  are  ignorant.  4  Noble,  known  for  ^rooci  q  i  ta  1  i 

JVumer,*  IVumerat,  (number),  from  nutue  ra  re,  nu  tin- 
nitus, to  count,  to 


or  al  +  ly  or  0^5  or  ous  +  ly  or  0t«£  +  m#£  or  /'r 
or   ic+al+ly  ;  in  +  nuiHcr  +  able;   super  +  H  it  Htcr  + 
/;'   number;  nttinbcr  +  er  or  Ze^.      Xtum-rnt-rion  or 
or  or  (e);  e  +  minn'rat  +  ion  or  (e). 

Helps  for  the  Pupil.  —  '  Supernumerary,  one  in  excess. 


,     VuiK'ial,  (nounc),  from  //"/<  r*  f/  /v%  tutu  ci  a 
to  proclaim,  report* 

Nutici  -}-  (ol)  (It.);  a^i,  de*  e,  pro,3  re  +  nottn<-(e);  an, 
de,  e  +  nounc(e)+  ment  ;  pro  +  noun  <-(v)  +  able  ;  an,  e,  re  + 
H  it  n<'i<tf  -\-ion  or  (e)  ;  pro+nunciat+ionj  de  +  nttnci<tf 

+  ion  or  or  or  ory. 

Helps  for  the  Pupil.  —  l  Nuncio,  a  |>aj>al  Mllfouttkior.  *  Denounce, 
\n  proclaim  tluvjiteningly.  *  Pnuumnrf.  in  utt«  r  .-r  speak  forth. 


from  6r  ?f  //f>,  eye. 

or  />7  or  (tr  +  1y  ;  bin  +<>ctt/ 
From  tluMlerivalivi'  inocuW  r<\  in  oc  u  Id  />/*.  ire  li;i 
4-oculat  +  ion  or  or  or  (e).1 


Helps  for  the  Pupil.—1  Inoculate.  t«>  en-raft  a  l>u<l,  or  *y«,  of  one 

live  into  another. 


36  Wor(/-/lui?f/int/. 


Li-:»ox    XVIII. 

l*aiv    I'aral.  i/vr,  jxtir),  from  yw  r<i  /•<',  pa  r/f  /f/s,  to  see, 
to  iret  ready,  or  make  ready. 

CVwi,  pre+par  (e);  cow,  in-}- com,  in  +  se,  re,  ir  +  re,  se  + 
jut r  + able  or  abl  +  y;  com+par+fo)  (Fr.)+on;  se,  <//* 
-h  S0  4-  t'c*'  ;  50,  dis  +  56  +  t'e/'  +  a?i6§e  ;  x^'  -f  r/'f-  +  a/ '  or  al  + 
Jy  ;  re  +  pair.  Pre,  re,'  se  +  jntrat  +  ion  ;  com  +  pa  rat  -f- 
ive;  pre+ parat  +  ory ;  ap±parat+(u&)  (L.)- 

Helps  for  the  Pupil. — l  Several,  once,  many  taken  w/Hini/c/y  ;  now, 
not  iH'ivssarilv  oiu-  l»y  one. 

Parl  *  from  Fr,  partvr,  to  talk. 

I'arl  +  ance  or  or1  or  (ia)m6nl*  or  (\i\)incnt  \ anj  or 
(ia)f?i«*l+ar**+an  or  ey.3 

Helps  for  the  Pupil. — l  Parlor,  tlic  nwun  l'««r  /f^/r.  2  Parlinim  id. 
talking,  and  then  &  place  for  it.  *  Parley,  a  coniVivn<  <  -. 

I'art,*  (port,  parti,  par,  pars),    from   pars,    partis,  a 
piece,  port  ion.  share. 

Part ;  a,  counter +2>art;  part  +  y  or  7y;  r/,  rfe,  co?/i-f 
part  +  menl;  port-}- ion  or  ion -}- less ;  ap  + port  +  ion  or  iow 
-f  ment ;  pro+port  +  ion1  or  ion  +  al  or  ion  +  able  ;  j>arti-}- 
al*  or  al  +  ly  or  al  +  ity  or  cle  or  cul  +  ar  or  cul  +  ar  +  ize  or 
cul -\-ar-\-ity;  par  +  eel;  y>r/r.s(c).3 

l-'rnin  par  t{  re,  par  ti  tut,  to  <lividc,  conic  part  it  -\  i<ni  or 
tW  or  ive  +  ty  ;  de,  im  \ -part  ;  <lc  -\  part  -f  ///v •; 

er=*i>artit +  ion  +  er  ;  partn+er+ship.     ( l-' 
etc.,  see  C'up.) 

Helps  for  the  Pupil.  —Proportion,  ivlatiun  brl  \\vni  /«//^.Y.  hannoni- 
OUS  ;irr;«HLr<-FinMit  of  /^//7x.  etc.  -  r<trti<il.  appertaining  to  a  ^rtr/  in 
distinction  fn.m  the  //;/w^e.  *  Parse,  lo  A-//  the  /^//Y.S-  <,f  -peeeh. 


37 

Past,*  Pa§tur,  from  pds  ci9  pas  ta»9  to  feed. 

lfdtit  +  orl  or  or  +  al  or  or  +  ship  or  or-\-ate;  re+past* 
/Vf.sf  ///•((')  ;   jMtsfui'  +  age  or  0r. 

Helps  for  the  Pupil.  —  !  Pastor,  a  tiltc/thenl,  n-al  or  metaphorical. 
2  Repast,  a  /wea?, 


t,  Pa**,:-  (jMifi),  from  />*/  ?/  ri,  y>r/s  s//.s,  to  suffer. 
Com/  in+com+pat+ible  or  ibil^-ity  or  t'W-h  //; 

2  or  ent  +  ly  or  6^ce;  im+pati  +  ent  or  ent  +  ly  <»r 
I  '<i$a  -\-ion  or  tve  or  ion  -{-ate;  im+past+iw  or  ion  +  edj  ' 
com  +  pans  +  iou  or  Ion  -{-ate  or  ion  +  ate  +  ly. 

Helps  for  the  Pupil.—1  Compatible,  agreeing  willi  rai  -h  other,  each 
suffering  the  other.  -Patient,  suffering,  the  one  suffering,  but  with- 
out murmur.  3  Impassioned,  the  tm  adding  force,  intensity. 


I'alCT,*  (pair,  patri),  from  />a  fer,  #a  ^r*s^  father  ;  pdtria, 
lather-land. 


)a7  or  (n)ity  ;  patr  +  on  or  on  +  age  or  on  +  ize 
or  on  +  ess;  /xttri+mony;  patri  +  ot  or  ot  +  ic  or  ot+i- 
or    o#  +  *c  +  al-\-ly  ;    com  +p<ttri  +  o^;  "*    ea:  +  />fif  ri  -f  «r^  +  f  W 
or  (e). 

Helps  for  the  Pupil.  —  i  Compatriot,  a  fefoto-WUntryman, 

LESSON     XIX. 

To  the  Teacher.  —  In  reviews  you  may  give  Latin  root-words,  and 
require  pupils  to  write  or  give  all  the  rout-forms  from  these,  used  in 
Knglish.  with  one  or  more  words  in  winch  each  root-form  is  found. 

The  teacher  will  sec  that  a  great  variety  in  manner  of  recitation 
easily  be  devised. 

Ped?*  from  pes,  pe  ills,  foot. 

or   esfr  +  ian   or   est  +  al;    bi.    t/mntru 


38 

From  the  derivatives  ex  pe  dire,  cxpeditus,  to  I'm-  from, 
to  make  easy,  and  ////  /trt/i  rt  .  imjni  <ii  /u*.  \\c  p-t  /-./•  -  />*•/// 
4-0w£  or  ency  ;  ex+pcdit  +  ion  or  (i)ous  +  ly;  !  im+ped(v)  ; 
im+pcdi+ment* 

Helps  for  the  Pupil.  —  lExpeditiously,  with  hurrying  feet.  2  7m- 
pediment,  literally,  something  by  which  the  /eetf  are  obstructed;  how 
used  metaphorically? 


Pell,*  I  Mi  K  (/>e£,  pelt),  from  />e^  te  re,  ^*U  SMS,  to  drive,  push, 
strike. 


Pro+pdl  +  er;  com,  dis,  ex,  im,  pro,  re  -{-pel. 
im,  re+pnls(Q);  com,  ex,  im,  pro,  re+puls  +  ion  or  ive  ; 


From  the  derivative  pul  sd  re,  pul  sd  tus,  we  have  palsat 
+  ion  or  ive  or  ory  or  (e). 

Helps  for  the  Pupil.  —  l  Pulse,  the  blood  driven  in  beats.  2  Pelt,  to 
beat. 

Pend,*  Pen§,  from  pen  de  re,  pen  sus,  to  hang,  rely  upon. 

Ap,  de,  im,  sus+pend;  pend  +  ant  or  ent  or  w/  +  (um) 
(L.  )  or  ul  -f  ous  ;  de,  in  4-  c?e  +pend  +  ent  or  ence  ;  ap  -f-  />^/'  '/ 
-fa^e  or  la;;  5W5+i>eiicZ  +  er  +  5.  Pens  +  He  ;  sus+2>ens  + 
ion  or  (e). 

Pend,*  Pen§,  (pendi)9  from  pendere,  pen  sus,  to  weigh 
out,  consider,  pay  out. 

Com,,  ex,  s  (  =  dis),  sti  (slips,  a  irift  irivrn  in  small  com)-f 
pend  ;  com  +pendi  +  (um  !  )  (  L.  )  or  ous  or  ous  +  ?y  ;  «^'  -f 
pendi  4-  ary.  J9w,a  0.?  3  4-^»i«(e)  ;  ^  4-i>eiis  4-  tV^  or  ^ve  4-  ly 
or  tve  4-  ness  ;  pens  4-  ton  or  i'0n  -f  er  or  ive  *  or  iV0  4-  ty> 

From  the  derivatives  com  pen  sd  re,  com  pen  sd  tus,  and 
dispensdre,  dispensdtus,  we  get  com+penfat+ion  or 


(e)  ;  re+eom+petwfe)]  dis+pens  +  er  or  able  01  ft'>!e  +  nes8 
orary;5  in  +  dis  +  pens  +  able  or  able  +  ness;  dis+pens<it 
4-  tVw e  or  we  or  ory. 

Helps  for  the  Pupil. — *  Compendium,  an  abrid^nu-nt.  *  Dispense, 
to  cfeaJ  <wtf  in  portions;  what  is  it  to  dispense  ivith  f  3  Expense,  liter- 
ally, weighed  out,  as  gold  still  is  in  the  Bank  <»f  England;  cost. 
4  Pensive,  thoughtful,  considering.  *  Dispensary — phuv  \\hnv  what  is 
done?  6  Dispensation,  the  act  of,  or  the  government,  meting  out. 

Pet,*  Petit,  (petu,  peat),  from  pet  ere  petitiis,to  ask,  to 
seek,  to  rash  at,  to  fly  to. 

Com  +pet(e) ;  com  -\-pet  4-  znt  or  ence  ;  in  4-  com  +pet  4-  ent 
or  ence  ;  im  4- pet  +  (us)  (L.);  centri  (center)  -h/>^f  4-  al;  im 
+petn  4-  OMS  or  0^5  +  ?y  or  ous  +  we55  or  os  -f  «Vy  ;  re  4-  />ff/f  ; 
re+peat  +  er  or  eJ  or  ed  +  ly.  Petit  +  ion  or  ion  +  er  or 
;  com,  r^  -{-petit  4-  z'o/i  ;  com  +  petit  +  or  or  tVe  ;  ^ 


LESSON   XX. 

Plet,*  found  in  compounds  of  pie  re,  to  fill. 

Com,  de,'  in  +  com.,  re*  +  plet(e) ;   com,  in  +  com+pl< 
4-  ly  or  ness  ;  com,  de,  in  4-  com,  re  +jMet  4-  ion  ;  ex  +plet  4- 
Itte.3 

Helps  for  the  Pupil. — Note  the  force  of  de  and  re  in  '  deplete  and 
'2 replete.     '  Expletive,  used  to  fill  out. 


Plic,*  Plieat,  or  Plicit,  (^c,  />«,  />/y,  !>/»//•  y>^//«  />''  ' 
from  />W  ca  re,  pJi  c<i  ^us,  to  fold,  bond,  turn. 


.Com,  du,  vmHL  sim1  (=  semel,  once)  +  -j>lic  +  ify  ;  ac  + 
com  +plic(v)  ;  sim,  sup  4-  pie  ;  sim  4-  />/*  4-/V  /  i>?i  -I-  aw/  or 

/e  or  ancy  or  abil+ift/  or  able  +  ness  ;  ply  ;  ap,  com,  imy 
mis  +  ap,  MH/ti,  re+jtly:1  ?m+]>/oi/f*  em+jrfoy+er  or 


40 

merit;    de+pfoi/:    tli*     />/<///;'     com.     da.    mufti  I  />/<  .r. 
Ex*  im'  +  i>fi<'it  :  ex,  itn  r  ittirit  \  ///  or  MM*.      .!/>.  '///.  ////, 

'«  +  ap,  imifti,  re,  sup    i>/i<-<it  \  ion  ;^  com,  du,  ex,   ////, 

p  -7  itli<-<i 


Helps  for  the  Pupil.  —  '  tfi/ii/>/irifi/,  literally,  -late  of  bein^  .-mule. 
niicombined,  without  fold.  How  dec-  il  -.-!  its  meaning  of  ;il)s«-in-i-  •»!' 
cunning.  <>r  of  sn.iracit  y  ?  How  <lnrs  duplicity  mean  cunnini:.  <!<•<•••}!  ^ 
9  Reply  —  what  is  returned  in  a  reply  ?  *  Employ,  to  involve.  infnl<l.  by 
usin^.  occupying.  *  Display,  to  unfold,  as  a  Hair.  l<»  show.  •  /;\r/t/irit, 
unfolded,  and  hrn<v  distinctly  seen  :  *  implicit,  folded  in.  the  meaning 
only  implied.  'Supplication,  the  leg  from  the  knee  down  Ar/*/  /////A-/- 
in  kneelinic  in  jtrayer. 

Poll,*  Po^it,  Poslur,  (pound,  post),  from  pone  re,  pos- 
it us,  to  place. 

Post+pon(v)',  poxt  +  pon(u)+ment  ;  com,  de,  ex,  op  + 
pon  +  ent;  com,  ex,  pro  +  pound.  De  +  posit  ;  jtosff  \  inn 
or  ive1  or  ive  +  ness  orw+istj  ap,  com,  op  +  j>osit((>)\  <t/>. 
com,  de,  de  +  com,  dis,  ex,  im,  inter,  juxta,  op,  pre,  pro, 
sup,  trans  +  posit  +  ion;  com,  de,  ex  +  posit  +  or  ;  <1>  posit 
+  ory*  or  ary  ;3  post;*  post  +  al  or  age;  com,  im-\  -post: 
im+post  +  or6  or  ure.  J'ostur(e). 

Helps  for  the  Pupil.  —  '  Positive,  placed,  fixed,  in  opinion.  '  My>o.s- 
itory,  the  ])laee  where  tilings  are  placed;  *  deposit  an/,  the  one  with 
whom.  *  Poxt,  a  stake  fixed  in  the  ground;  a  military  station:  a 
position  of  duly.  How  a  conveyance  for  letters?  '*  Inip<mfnr.  one 
\\ho  imposes  up«m  «»1hers.  deceives  them. 


Port,*  Porlat,  from  portii  r<',  /torfti  fus,  to  carry,  convoy, 
bear  along. 

Port  ;  !  com,  de,  dis,  ex,  im,  s  (  =  dis),  sup,  pur*  trans  + 
port;  port  +  able  or  able  -{-ness  or  er  or  er  +  aye  or  ///  or 
ti  +  ness;  ex,  im,  re,  sup  +  port  f  er  or  able;  i 


Kif  111 '  n ht i- [i  /•///////>•//.  n 

ant3  or  ance ;  de+port  +  ment  ;  de,  ex,  im,  trans  +  ]>orf<if 

+  iott. 


Helps  for  the  Pupil. — l  Port.  >  of  the  body.     -  /'i/r/vo/V.  m<'an- 

\\\«  carried,  tenor  of.     3 Important,  carrying  ^oinethin^  of  weight 
importance,  within. 

Port,*  ( porch},  from  por  fa,  a  gate  or  door. 
fort ;l  port  +  aloreror  r  +  ess  or  ic  +  (o)  (It);  porch. 
Helps  for  the  Pupil.—1  Port,  opening,  as  in  yw/7-hole. 

LESSOR   XXL 

PON,*  from  Fr.  poser,  to  place ;  Low  Latin,  pan  sa  re. 

ros(v)  (attitude);  com,  de,  c.c,  im,  inter,  op,  pro,  jtt/r. 
re,  sup,  trans  +pos(z) ;  com+pos  +  er  or  ure  or  ed  +  ly  or 
ed  +  ness;  pro+pos  +  al ;  ex+pos  +  ure. 

Prim,*  (prin,  pri),  from  pr\  nt  us.  first. 

./'/•//w(e); z  prhn  +  er  or  «Z  or  «r#  or  it  +  ive  or  >  /•  < 
age)4«^;  priu  +  cip  +  le  or  cip  +  al  or  cip  +  al  +  Ii/  or  <-//>4 
al  +  ity  or  cip  +  al  +  ship :  prin"  +  c(e)  (c(e)  from  capere,  to 
take);    i>rin  +  c(v)  +  ly   or   c(e)4^om  or  c  +  ess;    pri+or 
(ending  of  the  L.  comparative)  or  or  +  ity  or  or^.3 

Helps  for  the  Pupil. — !  Prime,  first  in  (juality.     •  /'/•////•/•.  tin- 
l)erson.     3  Priory,  the  house  j»re>i«led  over  l»y  a  prior. 


Sacr,*  (sacri9  secrat),   from  sacrdre,   sacrdtus,    to  set 
apart  as  sacred,  to  dedicate. 

Sacr  +  ed  or  ed  +  ly  or  ed+ness;  ><frr(a)4w/  or  went 
+  al;  sacri+flc+(i)al  or//r(c):  sr/r/-/  {  /<//  I  (i)o//N  «T/<y/ 
4(i)o«5-f /y  orlcy(o).  Ex +  ecr(= seer =sacr)+ able;*  ex  + 


42  \Yord-BuildiHii. 

or  (e)  ;    con,  de  f  sccrat  +  ion   or   or 


or  (e). 

Helps  for  the  Pupil. — l  Execrable,  worthy  of  the  curse  proiioiuu -t-d 
upon  things  not  sacred,  unholy. 

Sci,*  from  sci  re,  sci  tus,  to  know. 

Sci  +  ence  orent(i)  +fic  or  ent(\)  +fic  +  al  or  ent(\)  +fic  +  al 
+  ly ;  con,  pre  +  sci  +  ence:1  con  +  sci  +  ous  or  ous  +  ness;* 
con  +  sci  +  ent  +  (\)ous*  or  ent  +  (\)ous  +  ly  or  ent+  (i)ous  + 
ness;  omni(&Q)+sci+ent  or  ence;  un  +  con  +  sci  +  ous  or 
ous  +  ness  or  ly.  •» 

Helps  for  the  Pupil. — *  Prescience,  a  knowing  beforehand,  fore- 
knowledge. 2  Consciousness,  a  knowing  with  one's  self.  3  Conscien- 
tious, governed  by  conscience,  behaving  by  the  rules  of  right. 

Scrib,*  Script,    Scriptur,   (scriv,  scrip),  from  scribe  re 
scrip  tus,  to  write. 

Scrib(e)  ;  a,  circum,  de,  in,  pre,  pro,  sub,  super,  trans  + 
scrib(e)',  sub  +  scrib  +  er  ;  scrib  +  (b)le  or  (b)l  +  er;  s<-rir 
+  en  +  er.1  Script;  con,  manu,  non  +  de,  post,  re,  tran  + 
script;  a,  circum,  con,  de,  in,  pre,  pro,  sub,  super,  trun 
4-  script  4-  ion  ;  de,  pre,  pro  +  script  +  ive  ;  scrip.  Script- 
ur(e);  scriptur  +  al. 

Helps  for  the  Pupil. — 1  Scrivener,  once,  a  money  lender  ;  now,  one 
who  draws  contracts  and  other  writings. 

Sent,*  Sen*,  (senti,  seusu),  from  sen  ti  re,  sen  sus,  to  feel, 
think,  (>erceive. 

As,  con9  dis,  re  +  sent;  dis  +  sent  +  er;  s(c)ent;1  scut 
+  encej*  sent +ent  +  (i) ous*  or  ent  +  (\)ous  +  ly ;  re  +  scut 
+ment  or  ful;'  senti +  ent  or  ment  or  ment  +  alor  ment 
pre  +  senti  +  ment.  Scns(u) ;  sens(u)  +  less  or 


Elementary  Enylixh.  43 

less  +  ly;  sens  +  ible  or  ibl  +  y  or  ibil  +  ity  ;  non  4-  *ens(o) ; 
wow  4-  sens  +  ic  +  al ;  sensn  4-  «/  or  aZ  4-  t7y  or  o?*s  or  ows  4-  ly. 
From  the  derivative  adjs.  sen  sd  tus  and  sens-it  if,  we 
have  sensat  4-  iow  oriow  +  a?or  ion  +  al  +  ly  ;  sensit  +  iveor 
ive  +  ftm. 

Helps  for  the  Pupil. — l  Scent,   snun-tliing  perceived   by   ih< 
2  Sentence,  containing  a  thought.     *  Sententious,  wi'iirlity  with  thought. 
*  Resentful,   literally,  /«*//  of  the  feeling   toward   out-    which  In- 
toward  you  ;  now,  full  of  indignation,  auger. 


LESSOR    XXII. 

Sequ,*  ^ecut9  (sec,  sequi,  su,  sect,  suit),  from  se  qui,  se  en- 
tus,  to  follow. 


Sequ  +  el  or  ent  or  ence  ;  con  +  sequ  +  ent  or  ence  or 
ly  ;  sub  +  sequ  +  ent  or  ent  +  ly;  sec  +  ond1  (  =  und,  the  ge- 
rundive suffix=the  pres.  part.)  or  ond  +  ary  or  ond  +  ari  +  ly 
or  o?z^  -{-  /i/  ;   oZ>  +  «eiy««t  4-  es  or  ows  a  or  ous  4-  /^  ;   .<w(e)  ; 
jt??/r  +  s*«(e)  ;  pur  +  su  -\-ant  or  flwce  or  ^r.     Per,  pro  +  seen  t 
4-  ion  or  or  or  (e)  ;  con  +  sccitt  +  ion  or  it#  or  ive  +  ly  ;  ex 
+  ecut  (=8ccttt)+ion  or  ive  or  ion-\-er  or  or  or  r4< 
.srff  ;  3  secf  -f  ffr^  or  ari  +  an  or  an*  4-  «  w  4-  ism  ;  suit  ;  su  it 
+  able*  or  able  +  ness  or  or  or  (e)  ;5  pur  +  snit. 

Helps  for  the  Pupil.  —  '  Secon  d,  next  after  lir-t.   r:illo«l  wc^wrf  be- 
cause it  follows   the   first.     *  Obsequious  sultinis-iv.lv/  the 

will   of  another.     3&c/,  /07/o/wx   of   s«une   one.     *tfuil(tMt\  follows 
the  style  of,  adapted  to.     °  N///A-  of  rooms;  a  train  of  followers. 


(soli),  from  so  //fs,  alone. 

o/(e);  8ol(e)  +  ly;  sol+(o)  (It.);  soli  +  loqu  +y  or 

soli  -{-hide. 
From   soli  (as   come  solit  +  ary  or  ari  +  ly.     From  the 


1 1  Word-Building. 

derivative  des  o  Id  re,  des  o  Id  tus,  we  have  de  +  soldt((  )  +ly 
or  ness  ;  de  +  so/at  +  ion  or  (e). 

Spec,*  or  Spic,  Sped,  (spiri,  sp<-<-i.  >•/>//,  >y>/>,  from  spec 
(or  spic)ere,  spec  tits,  to  look  at, 

^  ( =av,  from  em'«,  bird)  +  sjtic  +  es  ;l  de  +  spic  +  able a 
or  abl+y ;  s/>/c(e);3  su  +  spic  +  ion  ;*  su,  an,  in+au  + 
sjtici  +  ous*  or  ous  +  ly;  speci  +  al  or  <msf  or  >// f-///  or 
0s 3  or  (e)  ; 3  e  4- spec*  -f  a?;  >•;"'<''  -f  men  ;  spy  ;  e  +  spy  ; 
e  -f  spi  +  al  or  on  +  « #0.  ^4 ,  circum,  pro,  re,  retro,,  su  +  spft-f  ; 
circum,  intro,  retro  +  spect  -f  ion  ;  Intro,  pro,  re,  retro  -f 
spect  +  ive  ;  re  +  spect  +  able1  or  abl  +  y  or  abil  +  ity  or  ful 
orful  +  ly. 

From  the  derivatives  con  spic  u  us,  per  spic  u  us,  we  get 
con,  per  4-  spicit  +  ous  or  ous-rly  or  ous  +  ness  ;  per  +  spic tt 
+  ity.  From  the  frequentative  spec  tare,  spectdtti*.  \\v 
get  specta  +  cle  (=cule)  or  cle  +  s ;  spccfftt  +  or ; 
( = spect)  ;  ex  -rpect  +  #w£  ;  ea-  +  pectat  +  ^o/i ;  7  w 
in  +  spect  +  iou  or  or  or  or  +  ship.  From  the 
spec  ifi  cd  re,  spec  ifi  cd  tus,  we  get  sped  -\-fic  or  ///  or 
a/  or  fic  +  al  +  ly  or  flcat  +  ion.  From  speculdri, 
u  Id  tus,  to  explore,  watch,  we  get  specnlat  +  ?*ow  or  ire  <  »r  ( c ) . 

Helps  for  the   Pupil. — '  .  1 //.symv-x,   OIK-.-,  oincii    I'l-oin    llic  flight   of 
////v/x;    inidri-   1  li«-   tiuspices  of=Uli(l«T   t  lie  \  »;it  roliMLTc  of.      "  lh'x]n'nthli'. 

deservc(ll\-  lonkt-d  down  upon.  :1  ,s/;/Vv,  :ix/^r/Vx.  :t  x/>/-r/r — tilings  of  a 
/,-/////.  d-r/rrsx.  liavo  generally  7tA:e  r/x/A/r  t'oi'in-.  II.-IKT.  <»n  1  In-  nut  Imrii y 
of  G.  I*.  .Marsh.  xy^r/V-x  cninc  to  menu  /,-/////,  r///xx ,-  aiiioii.ir  llic  /-/Wx  or 

classes  of  Ivisti-ru  nn-n-liainlise  were  drags  and  condiments,  hence  these 
were  called  spice*  :  species  is  thQ,viMU  form  in  distinction  from  that 
which  reprftu'/i/K  it.  hence  x//rr/V  \v;i^  taken  to  name  ^oM  ami  silver 
when  paper  money  appcai'eo!  as  their  ivprot-ntal  ive.  *  Sux/tirinn,  & 
looking  askance  at.  or  wit  h  mist  rust.  M  //x///V-/o//x,  tlie  omen  favorable. 
i  well,  phtnsihle.  l»nt  tlie  (i/>/><'<tr<i/ic<  </«;•/„'//','. 
1  fttej  literally.  //v>/7/<  Innkuuj  til 


45 


LESSON  XXIII. 


Spity*  Spirit.  (spirit,  spriyht,  sprit},  from  spirdre,  spi- 
rit fns,  to  breathe. 

A,  con,  in,  per,    re,    re  +  i?i,    tran  +  spird  )  ;    ex 
(=^p<r)(e);1  a+*pir+ant.%    A,  in,per,re<  tra 
-\-ion  ;   spirit  ;  spirit--}-  less  or  ed  or  >W  |  ///   <.r  /•//  {-ness; 
spright;  spright  f  ///  <»r////  ;   sprit(e). 

From  thu  dm  \aii\r  spiritudlis,  we  have  spirit  n+al 
or  al  +  ly  or  al  +  ize  or  al  +  ity  or  al  +  ism  or  al  +  ist  or  0 

Helps  for  the  Pupil.  —  i  E.rpire,  to  breathe  o?//,  die.  /,  In- 

who  )Htntx  for  soinct  lung. 

Stru,*  Struct,  Structur,  (stroy},  from  sfrw  c  re,  struc  tits. 
to  make,  buil<I,  arrange. 

^^^/  mis"  +con  +  sfrtt(v)  ;  in  +  stru  +  inent*  orment  +  al 

or  it>ent  +  al  +  ly  or  ment  +  al  +  ist  or  ment  +  al  +  it)j  ;  de  + 

strof/;*  de  +  stroy  +  er.      Cov,   ///.  ob+stntcf.  in, 

ob  +  struct  +  ion    or    /'vr  or    ire  +  li/j    con,    in  i  struct  \  or. 

Struct  it  r(a>)  ;  super  +  struct  ur(c). 

Helps  for   the  Pupil.  —  '  Ciuixfriir.    t«.    .v/  /    in    <mhr.    !••    tr;in>ljil»-  : 
2  m*eswi//.s7/'//^,  to  s^  //////.vx.  tn  misunderstand  <>r  M»is!Tj>ri'«.rni. 

xtrtinit'ut.   ;i   inarliiiM-    fur  mnkiiuj  suim-tliin.ir.       4  />'*//•"//•    '" 
pull  down. 


Sum,*  Sumpt,  (sumptu),   from    sfimere   (sub  +  tme* 

sump  tus,  to  arrogate,  to  tako  up,  to 


+  ing  ;  con,  in  +  con,  pre,  re  +  *um  +  (tM<".  con  -  >•/////  •  er. 
Jx.  r^//,  ;^/v,  re  +  ftumjtf  +  ion  ur  /'/r  ;  sumptu  -out1  or 
0^5  +  J//  or  «rti/  ;  jo;*«  -h  sumptu  -f  o//x  3  or  ows  -f  / 

Helps  for  the  Pupil.  —  '  Siuni>ti«>us.    .r/vnsitr.    luxurious. 
sumptuous,  taking  liberties  unduly,  rashly. 


43  Word-Building. 

Tang,  Tart,"  (ting*  t<uj.  tign.  taut,  fey,  t«jr.  tor///, 
from  tan  ge  re,  tdc  tits,  to  touch,  to  reach,  to  handle. 

Tang  +  ent  or  ency  or  ible  or  ibl  +  y  or  ibil  +  ity  or  ent  + 
(\)al ;  con  +  tiny  +  ent1  or  ent  +  ly  or  ency  ;  con  +  tag  +  i<m  ~ 
or  (i)ous  or  (\)ous  +  ness;  con+tigu+ous*  or  ous  +  ly  or 
o?/s  -f  w-ess  or  ity  ;  at  +  to in  ;  at  -f  tow  -h  «47e 4  or  able  +  w^s 
or  w0tt£  ;  in  +  fegr  -f  er  J  &  f#  H-  *<'{/*'  -h  ^/  or  tVy."  Tact ; '  t«<-t 
+  ile;  con,  in  +  tact ;  tiicttt.  +  al ;  to8f(e);"  t«st(e)  +  less  or 
fe«s  4-  w^s  ;  tast(e)  +ftil 9  or  /wZ  +  ly  or  /?/?  +  ness. 

From  the  derivative  in  te  grd  re,  in  te  grd  tus,  come  in  -f 
tegr  +  ant ;  in  +  tegrat  +  ion  or  (e). 

Helps  for  the  Pupil. — *  Contingent,  touching,  resting  upon,  and  so 
dependent.  2  Contagion,  transmission  of  disease  by  touch -ov  contact. 
3  Contiguous,  touching.  4  Attainable,  reacJidble.  5  Integer,  untouched, 
whole.  6  Integrity,  character  untouched,  sound.  7  Tac/,  s^i//  in  touch- 
ing, in  handling.  *  7'oste,  literally,  to  touch  with  tongue  or  palate. 
9  Tasteful,  agreeable  to  our  /o*fe  (metaphorical?)  for  the  beautiful. 


LESSON   XXIV. 

To  the  Teacher. — The  pupil,  made  familiar  by  this  work  with  tin- 
roots,  prefixes,  and  suffixes  used  in  these  lessons,  can  never  go  far 
astray  in  his  use  of  the  many  English  words  which  they  form.  Such 
an  acquaintance  with  these  words  as  shall  enable  him  to  employ  tin-in 
intelligently  and  correctly  is  an  attainment  to  be  coveted,  one  worth 
all  the  labor  and  pains  it  costs  him  and  you.  We  know  no  bet  In-  road 
to  it  than  that  which,  under  your  direction,  he  is  following. 

I  ii.     I  nil.  (uni)9  from  unire,  unitus,  to  join,  make  one; 
u  nus,  one. 

Un  +  ion  or  anim  +  otis  or  anim  +  ity;  dis,  re  +  'un  + 
ion;  tri  +  un(e);1  un  +  ique;  nni  +  corn  (cornu,  liorn)  or 
son  (sonus,  Bound,  harmony)  or  voc  (see  root  below)  +al  or 
vers  (vertere,  to  turn)+«Z  or  vers  +  al  +  ity  or  vers  (e)  or 


Elementary  English.  47 

form  or/orm-M'fy  or///.     Unit  (one)  ;  unit+y*  or  ari'-f 
rt/4  or  (e)  ;  dis,  re  +  iinit(e). 

Helps  for  the  Pupil.—1  Triune,  three  in  one.    *  Z7/i%, 


Ut,*  Us,  Usur,  (usu),  from  #  £i,  ti  si«s,  to  use. 

Ut  +  ens  (=ent)+il;  ut  +  il  +  ity  or  il  +  ize  or  il+iz  +  at 
+  ion  or  t7  +  itf  +  ari  +  aw.  Lte  +  a£/e  or  a#e  ;  ^r  +  us  +  a/  ; 
a^-hws  +  fye  or  ive  +  ly  ;  iis(e)  ;  aS/  Ji's,  m^,  jper4-««(e)  ; 
us(e)+ful  or  ful  +  ly  or  Zess  or  less  +  It/  ;  usti+al  or  a/ 
or  er  or  i  +  ous. 


Helps  for  the  PupiL  —  l  Abuse,  to  wse  wrongly.     *  Usury,  now,  un- 

lawful charge  for  the  use  of  money. 

Vi«l,*  Vis,  (vey,  vie,  view),  from  vi  tie  re,  vi  stis,  to  see. 

E,  pro  +  vid  +  ew£  or  ew^  +  ly  or  e^ce  ;  pro  +  ttf«i  +  ew^  -h  (i)r// 
or  ent  +  (\)al  +  ly  ;  pru(=pro)  +  d(=vitt)  +  entl  or  ew£0  or 
ent  +  ly  ;  j»^r,  sur  +  vey  ;  pur  +  vey  +  or  or  awce;  sur  +  r<  ij 
+  or  or  or  -{-ship.  Vis  +  age*  or  iow  or  ion  +  ary  or  life  or 
ibl  +  y  or  or  ;  a^  r^  super  +  r/s(e)  ;  ad  +  via  +  able  s  or  </#/£ 
+  we^  or  ed  -\-ness  or  er  ;  pro,  re,  super  +  vis  +  ion  ;  ad  + 
vic(e);  view;*  ri<'ir  +  er  or  less  ;  re  +  rictv  ;  re+rinr+er. 

From  the  derivative  vis  i  ^«  re,  vis  i  &z  ^/s,  we  get  r/s//  : 
risit  +  or  5  or  a;^  ;  risifnt  +  io/i  ;  re  +  risit  ;  ;*6?  f  rittitat  -f 


Helps  for  the  Pupil.  —  :  l*rudent,  foreseeing  and  wise  in  the  KM  of 
means.     *  Visage,  the  face,  the  foo&.     *  Advisable,  seen  to  be  the 
to  do.     47i'ew,  that  seera.     *  Visitor,  one  who  goes  to  «C6. 

Viv,*  (vi),  from  rfu  e  re,  rtc  tits,  to  live. 

Viv  +  id  or  acious  or  ac  +  ity  ;  re,  sur  +  r4v(e)  ; 
4-«?  or  al  +  ist;  sur  +  viv  +  al  or  or;    -vi  +  and  +  s:*  COH  + 

viv  +  (\)al  or  (i 


48  Word-Building. 

From  the  derivatives  vita  Us  and  victudlis,  we  pot  rit 
+  al  or  al  +  s  or  a£  +  ly  or  0Z  4  //y  /  victu  +  al  +  s.  From  the 
derivative  vivified  re,  vivified  tus,  we  uet  riri+fy; 
vivi  +  ft  cat  +  ion  ;  re  4-  rivi  +/ty  ;  re  4-  ttfvi  -\-ficat  -f  tow. 

Helps  for  the  Pupil. — !  Viands,  tilings  to  live  on  ;  now,  only  food. 

Voc5*  (vote,  voiv),  from  vo&,  roc  /s,  voice. 

Voc  +  al  or  al  +  ist  or  al  +  ize  or  al+iz  +  at  +  ion  ;  <j</:ti, 
uni  4-  voc  4- «^  ;  fo«c(e)  ;  vot c(e)  +  tes  ;  ro tr  -f  ^/. 

From  the  derivative  verb  vo  ^a  re,  vo  cd  tus,  to  call,  we  get 
voca  -\-ble1  or  bul  +  ary  ;2  vocat  +  ion*  or  «V0 ;  rom-lt  ; 
roach  4-  0r  /  r^,  ^r  4-  ^  4  roc  4  «£/0  or  abl  +  y  ;  con,  e,  in, 
pro,  re  +  rok(e);  *  a,  con,  cqui,  in,  pro,  re  +  voc<it+ion; 
ad  4  voca  +  cy  ;  ad,  cqui  4  vocat(e) .  From  vo  cif  e  rd  re, 
vo  cif  e  rd  tus,  we  get  voci  +fer  +  ous  or  ous  4  ly  J  rod  + 
ferat  +  ion  or  (e).fr 

Helps  for  the  Pupil. — !  Vocable,  a  name,  a  word.  2  Vocabulary,  a 
7is£,  or  collection,  of  vocables.  *  Vocation,  calling,  profession.  4  Avo- 
cation, a  calling  away,  or  a  diversion,  from  one's  vocation.  *  Vocif- 
erate, to  speaA;  loudly. 


GREEK    UooTS,    Oil    STEMS. 
LESSON   A  XV. 

Graph,*  from  grdphein,  to  write. 

Graph 4- ic  or  ic  +  al  +  ly  or  ^;  aw/0  (autos,  one's  own), 
K^o  (lithos,  stone) ,  photo  (pJios,  photos,  "light),  tele  (at  a 
distance)  4  graph;  bio  (bios,  life),  #00  (#0,  earth),  lit  ho, 
ortho  (orthos,  correct),  photo,  steno  (stenos,  narrow),  tele, 
topo  (topos,  place),  typo  (tupos,  iy\w)+yi'ui>h  +  y ;  historio 


Elementary  English.  49 

(history),  lexico  (lexicon),  topo,   t  ypo  + graph  +  er  ;   tele  + 
graph  +  ic  or  ist  or  er;  typo  -f  graph  -f  ic  or  ie  -f  a/. 

Logti,  from  logos,  a  word,  speech,  science,  reason. 
Zogr  -f  ic  or  /c  -f  «/  or  ic  4-  «7  -h  ly  or  tc  +  i« n  ;  log  -f  arithms 


(arithmos,  number) ;  #wa,  «/?o,  fo'o,  chrono  (chronos,  tin 
concho  (conche,  shell),  tfrm?  (doxa,  praise),  entomo  (entoma, 
insects),  e/t/w0  (etymon,  source),  <w,  $re^a  (genos,  birth), 
#00,  mytho  (muthos,  fable),  ornitho  (ornis,  ornithos,  bird), 
patho  (pathos,  suffering),  phreno  (phren,  mind),  phraseo, 
(phrasis,  diction),  physio  (phusis,  nature),  philo  (philos, 
loved),  psycho,  (psuche,  soul),  tauto  (the  same),  techn» 
(tcchne,  art),  theo  (theos,  God),  toxico  (toxicon,  poison),  2^00 
(zoon,  animal)  +  log  +  y  j  ana,  bio,  chrono,  etymo,  genea,  gco, 
mytho,  ornitho,  patho,  phreno,  physio,  philo,  psycho,  tauto, 
theo,  zoo  +  log  +  ic  4-  al  or  ic  +  al  +  ly  ;  log(o)  +  mach  -f y 
(strife)  ;  syl  +  log  +  ism  ;  ana,  apo,  cata,  deca  (teu),  dia,  ec9 
epi,  mono,  pro  +  logu(o). 

Uleter,*  Hetr,  from  metron,  measure. 

Meter ;  anemo  (anernos,  wind),  baro  (baros,  weight),  did. 
gaso   (gas),  hexa   (hex,    six),  hydro   (liudor,  water),  penta 
(five),  peri,  ther mo  (thermos,  heat)  +  mcfrr :  Hirfr  +  ic  or  ic 
+  al;  geo,  sym,  trigono  (tri+gonia,  angle)  +  metr  +  y. 

Phil,*  Philo,  from  philos,  a  friend  or  a  lover. 

P/»il  +  anthrop  (anthropos,  man)  +y  or  anthrop  +  t^;  ;>//// 
-fadelph  (adelphos,  brother)  +ta;t  or  adelph-f  (ia)  ;  ji/*f/  + 
harmon  (harmonia,  harmony)  +ic  ;  ;>/*//»  +  log+y  or  Jo^r 
4-t^;  j^/i^o-hsoph  (sophia,  wisdom) -her  or  soph-fy  or 
soph  -h  ^  or  soph  -h  ic  -f  aZ  or  soph  +  ize. 
4 


BO  ll  vd-Building. 

ADDITIONAL    LATIN 

LESSON    XX.  VI. 

Cera,  Cret,  (crc),  from  cernere,  cretus,  to  SPO,  to  sift,  to 
distinguish,  to  separate. 


Con,  dis  +  <•('!•  H  ;  dis  +  cern  +  er  or  ible  or  w///  :  de  + 
cre(e)  ;  56  4-  ere  -f  cy.  Dis,  in  4-  dis  4-  cw(v)f  ;  ,*e  f  crd  ;  '  5e 
4-  cret  -f  7y  or  ive  or  ^/'//  ;  a  ex,  se  -f  rrrf  -h  ion  ;  3  «e  +  t-rct  4-  fw 
or  (c)  :  dis  +  rwt  +  iun  or  i<m  +  al  or  ion  +  al  +  ly. 

From  the  derivative  a'/-  ///*.  \vc  liuvc  wrt  +  ain*  or  rt/w-f 
7^  or  uin  +  ty.  From  cer  7//*i  c«  re,  cer  tf(/'i  m  ^w>.  wt-  h;i\  c 
1-1-  ft  i  :-///  :  wrti  +j?cftf  +  ion  or 


Helps  for  the  Pupil.  —  J  Secret,  separated  and  hidden.  * 
('rii:iiially  ;i  private  clerk,  one  inirusird  with  secrets.  *  Secretion,  the 
flftf  of  secreting,  that  separated  from  tin-  liluml  and  made  into  nc\v  sul>- 
stances.  4  Certain,  used  when  one  has  si/^  the  matti-r  thoroughly. 


t  lain.  4  'la  ma  I  .  (claini),  from  da  ma,  re,  da  uni  fits,  to  call, 
to  cry  out. 

Clam  +  or1  or  or  +  ous  or  or  +  ous  +  ness;  cftihn  :~  <-hiini 
+  ant;  ttn,vn+re+dain*+ed;  re  +  claim  -{-able  ;  ac,<l<'. 
dis,  ex,  pro,  re  +  <'l<ihn  ;  de,  dis,  ex,  pro  +  claun+er  ;  ac, 
de,  ex,  pro  4-  da  tn  at  -\-  ion  ;  de,  ex  4-  damat  4-  ory. 

Helps  for  the  Pupil.  —  *  Clamor,  a  noisy  cry.     -  Claim.  t.»  f'/amnul  as 
a  right. 

4  I  :nis.  (dos)9  (CIucl,  4  'I  u*.  in  conipouiKls),   from  da  fide  re, 
dausus,  to  shut. 

Claus(e).'     Con,  ex,  in,  pre,  8e  +  dttd(v). 
*  These  not  in  tin-  l(«-^nit>'  Li>i. 


Elementary  /•///////*//.  51 

con,  c.<\  in,  se  +  clus  +  ion  or  ive  ;  in  -f  con  -f  clus  +  ive  ; 
clot*  -\-ure  or  et  ;  c7o.s(e)  ;3  elos(o)+ly  or  /jm;  en,  in  +  clos 
+  ure  or  (e). 

Kn»m  tiic  derivative  clam  tr  urn,,  we  get  r/oi*f  +  </\ 
,  cloist  +  er  +  ul. 


Helps  for  the  Pupil.  —  *  Clause,  a  portion  of  the  sentence  shut  off 

1'nmi  the  rest,  by  itself.     '2  (7/0se,  to 


Fleet,  Flex,  Flcxur,  from  flee  te  re,  flex  us,  to  bend. 

De,  in,  re  -{-fleet;  de,  in,  re  +  fleet  +  ion  ;  1  re  +  fleet  +  or 
or  ive  or  ivc  +  ness.  Flex  -{-He  or  ion  or  or  or  Me  or  ///// 
+  ity  ;  dream,  re  +  flex;  in,  re+flex  +  ible  ^ 


Helps  for  the  Pupil.  —  Reflection,  the  turning  (metaphorical  ?)  of  t| 
upon  itself. 


Flu,  Flux,  from  flu  e  re,  flux  us,  to  flow. 

/<Yff(e)r  flu  +  enf1  or  ^cy  or  fe?  or  id+ity  ;  ///*. 

e/,  honey)  +fl,u  +  ent  or  e^c'e;  in+flu  +  ence*  or 
;  super+fiu  +  ous*  or  ous  +  ly  or  *Yy.     Flux;  con, 
ef,  in,  re-}-  flux;  flux  +  ion+  de+fln.r  +  ion. 

From  the  derivative  ^^c  ^  a  re,  fluctudtus,  we  havr 
fluctiiat  +  ion  or  (e). 

Helps  for  the  Pupil.  —  *  Flue,  a  passage  for  the  smoke  to  ^10 
throuyh.  -  Fluent,  flowing  ;  applied  to  a  speaker,  is  it  metaphorical  ? 
3  Influence,  a  power  conceived  as  flowing  from  a  person  or  tiling  and 
affecting  a  not  her.  *  Superfluous,  overflowing. 

Greg,  (f/reyi),  from  grex,  gregis,  flock. 

<;  *•<'(/  +  (i  ri  +  ousl  or 


2  or  0ws  +      or 


From  (/re  ya  re,  ^/re  ^«  ^ws,  to  collect  into  a  flock,  we  have 


II 


".'/.   M  +  f/rcyiit  +  ioH  or  (••)  ;    con  +  </f<wtt  '>•  i»n   or   imi+al 
or  /<>//  f-///  -:•  /A/  or  ion+al  +  ism  or  (r). 


Helps  for  the  Pupil.  —  !  Gregc  -..(iaiin-   in  flocks  or  herds. 

J\f/regiou8,  out  <>J\  or  above,  the  flock,  <>r  tin- 


LESSON  XXVII. 

I  lab.  Habit,  (aft,  habit  it.  It  Hut  ^  from  ha  be  re,  hub  it  us. 
to  h.nr,  hold,  Keep. 


=  7f  aft)  -f  fo  !  or  ^  +  T/  ;  e^,  f/i  x  f  f  //>  (  =  hab)  4-  /c  ; 
4-  //(i)  +  metit.*  Habit  ;  :(  7/^ft*7  -h  w^/e  ;  habit  n  ±al  or 
ly  QY  ate  ;  ex,  in,  pro  +  Jtibit;  ex,  in,  pro  +  hibit  +  ion  ;  ex 
+  hibit  +  or  or  ory  or  ion  +  er  ;  pro  +  hibit  +  ive  or  ory  ; 
fte+bt4  (  =  hibit)  ;  de  +  bt  +  or. 

From  ha  bil  i  fas,  ha  bil  i  td  tis,  wo  get  a(=ha)bilU  f  //  ; 
de  +  bilit(  =  habHit}+y;  de  +  biiit(tt(=lt«biHt<it}  +ion  or 
(e).  From  the  frequentative  liab  i  td  re,  hab  i  td  tus,  to 
dwell,  we  get  habita  +  ble  or  U  +  y  or  Me  +  ness;  luilntnt  ; 
habitat  +ionj  co,  in  +  habit;  in  +  habit  +  ant  or  able;  co 
-f  habitat  4- 


Helps  for  the  Pupil.  —  '  ^1&^,  having  pnwrr.     -  IldlrilimcnL  tin- 
^,  called  dress.     *  Habit,  the  having,  called  custom,  called  dress  al><». 
,  that  due  another,  /t#d  aM>ay  /row  him  that  owes. 


Her,  Hex,  from  h€erere9  hcesus,  1o  stick. 

^4^7,  co,  in  +  her(e)  ;  «J,  co,  in  +  her  +  ent  or  cwcc  or 
,  co  +  hes+ion  or  ^e  or  ive  +  ness. 

Knnn  the  frequentative  has  ltd  re,  hwsitdtus,WQ  have 
ancy  ;  l   hesitat  +  ion   or  (e)  ;   un  -\-hcsitat-\-  in<j  or 
ing+ly. 


Helps  for  the  Pupil.  —  l  Hesitancy,  \  he  dickiny  \';^\  in  <loul»t. 


/>'//////>•//.  :,;; 

,  Nex,  from  nectere,  nexus,  to  hind  or  tie. 

Con,  (Us  4-  con  4-  nect  ;  con  4-  necf  4-  to/&  or  ive  or  erf  or  erf 
4-  l\i  ;  rf/s  4-  con  -\-  nect  4-  /on  or  erf  or  erf  4-  ly.  An  \  //  <./  .-  con 
4-  we*  4-  tVw;  an  4-  MCJOS  4-0/4-  Wtt  or  0/  4-  tow  4-  1st. 


Scan,  Scans,  (Sccml,  Seen*,  (scent),  in  compounds),   from 
.SCVM/  tic  re,  scan  sus,  to  climb,  to  pass. 

Sr<t  n  .     Sfft  it  s  4-  ion.1     A  ,  de,  con  4-  rfe,  tra  n     ><v  n  ft  ;  a, 

</r  •  -sr<'it(l  +  ant  ;    a  +  scend  +  ency  ;    tran  +  scend  +  ent  or 

ent  +  al  or  ent  +  al  +  ism.     A,  con  +  de,  de  +  scens  +  ion  ;  a, 
de  +  scent. 

Helps  for  the  Pupil.  —  l  Scansion,  reading  of  poetry  so  as  to  mark 

the  fir  I. 

Setl,  Scss,  (see,  sid,  sidtt,  siz),  from  se  dere,  ses  sus.  to  sit. 
Sfft  4-  ent  4-  wr^  or  ent  4-  ari  +  ness;  scd(i)  4-  mew^  f  or  ;//<  //  / 
+  ary;  super  -\-sed(o)\  see;*  pre,  re,  sub  +  #id(v);  pre,re  + 
sid  4-  ent  ;  in  4-  sid  4-  (i)o^s  or  (i)ous  4-  wess  ;  sub  4-  **rl  4-  (i) 
ar^;  as  +  sidu  +  ous*  or  ity  ;  re  +  sidu(e);  re  +  sidu  +  ari/. 
Sess  4-  ion  or  f  ow  4-  al  ;  as,  (pos),  pre  4-  (pos)  4-  sess  ;  (pos)  4- 
sess  +  ion  or  ive  or  or;  as  +  scss  +  ment  or  or;4  0s4-**Xe)-ft 
Helps  for  the  Pupil.  —  l  Sediment,  tliat  which  has  settled  to  the  bot- 
tom :  aits  there,  as  it  were.  2  /See,  the  searf,  or  jurisdiction,  of  a  bisliop. 
•"  .{**/</  nous,  sitting  intent  upon,  attentive.  4  Assessor,  originally,  one 
who  xat  beside  the  judge.  6  Assize,  a  sitting,  or  session,  of  the  court. 

LESSON  XXVIII. 


Serv,  Scrvit,  (servi,  serf),  from  ser  /•/  r<%  >v/-  r/'  ///>.  to  serve, 
he  a  slave  to. 

S<*rv(e)  ;  serv  +  ant  or  er  or  ^e  or  ice  +  able  or  f'fe  or  V/4- 
?7//  or  ile  +  ly  ;  de  +  serv  +  ing  or  ing  -{-In  or  erf  or  ed  +  ly  or 
(e)  ;  fw/s,  sub  +  8erv(o)  ;  sub  +  servi  +  ent  or  ent  +  ly  or 
serf+dom.  ticrcit  +  or  or  ude. 


54  IIW-/////7///////. 

sitfii,  from  siy  num.  a  sisrn. 

,s/f/u  y   siy  it-  4- tf£  or  «7  4-  ize  or  rtZ  4-  ly  <  >r  <7. 

From  the  derivative  *///  //</  ;v,  *///  w/  /KX,  to  set  a  mark,  or 
seal,  we  have  r/s,  cow,  counter,  de,  re  +  siy  it  ;  re  +  siyn  +  ed 
or  ed  +  ly  ;  de  +  siyn  +  er  or  erf  or  ed  +  ly  ;  as,  con  +  siyn  + 
mcnt  or  er  oree;  un  +  de,  under  +  siy  n+ed;  as,  de,  rei- 
si</n  (it  4-  /0M  ;  siy  it  (ttu  r(e).  From  sig  nif  i  cd  re,  siy  nif  i- 
cd  tus,  we  get  siy  HI  +fy  or  fie  +  ant  or  jic  +  ance  or  jicat  + 
ion  ;  in  4-  siy  it  i  +fic  4-  ant  or  fie  4-  fltttfe. 

Ten,  Tent,  (tin,tintt,  tain^  from  tenerc,  1<-n  tus,  to  liold. 

Ti'ii  +  able  or  acious  or  ac  +  ity  or  ««7  or  ant  +  ry  or  (e) 
we^  or  e£  y 1  w^  4- ten  4- tf#/e  or  aw£  4-  erf  ;  #e/i  4-  ure  ;  Ih'ti  4- 
ton+ant  or  ancy  J  coun,  main,  sus  +  ten  +  ance  ;  abs,  con, 
in  4-  cow,  jyer,  tm  4-j^er  4-  tin  4-  ew^  or  ence  ;  con  4-  tin  a  4-  a/  or 
al  +  ly  or  rt'Mce  or  lY^;  con,  re  +  thnt(u)  ;  «fe,  ap+per,  con, 
de,  enter,  iiniin,  ob,  per,  re,  sus  +  t«in.  Con,  dis 4- con 4- 
fenf;  con  +  tent +  ment  or  5;  dis  +  con  +  tent  -{-ment  or  erf. 

Helps  for  the  Pupil. — l  Tenet,  a  doctrine  7ie/d  to. 

Tribut,  from  t rib  u  e  re,  tri  bu  tus,  to  give. 

Tribut(e) ;  tribut  4-  ary  ;  at,  con,  dis,  re  4-  dis  4-  tribut  (e) ; 
atf,  cow,  dis,  re,  re  +  dis  +  ti'ibnt  +  ion  ;  at,  con,  dis  +  tribut 
+  able  or  ive  ;  re  +  tribut  +  ive. 

Vine,  Vict,  (vinci),  from  vin  ee  re,  vie  tus,  to  conquer. 

Con,  e,  pro  4-  vinc(e)  ; !  in  4-  riitc  -f-  //>/e  or  f6i7 4-  ^//  or  i^Z 
H-yy  pr o-r  vinci +  al*  or  al  +  ism.  Con,  e-rvict  ;  con,  e  + 
vict  +  ion  j  vict  +  or  or  or  +  y  or  or4-(i)ows. 


Helps  for  the  Pupil.—1  Province,  a  conquered  territory,  a  <li>fn'H  or 
department.  2  Provincial,  pertaining  to  a  province,  hcnee  not  national 
or  cosmopolitan  ;  a  term  of  reproach. 


LATIN    IMK)TS. 
LESBOS    \  \1.\. 

To  the  Teacher.—  A  I  in    SO  many  yiggMkmfl   1mm   ,,s   jn  the  les- 

sons under  "  Klnnentary  Kntflish."  the.   trarhrr  max 
we  are  to  offer  him  no  more.     Hut,   if  allowed,   \\v  would  emph.-i 
those  already  mad<  —  especially  that.  <>ne  n-latin^  to  the  im-laphor 
086  of  words.     The  Helps  for  the  Pupil  will  he  continued.  hut  will 
heroin.-   morr  mrau'er  as  we  see  thai  tin-  pupil    i-  mil  -I'owin-  the   need 
of  them. 

We  jjfive  the  Latin  roots  and   then   the  (in-ek.  and  follow  hoth  with 
the  An^lo-Saxon  —  the  Koots  Additional. 

Apcr,  Apcrtiir,  from  a^  c  ri  re,  ft  JH'T  tits,  to  open. 


Art,  (arti,  <>rt),  from  ars,  artix,  skill,  art,  mctliod. 

Art;  art  +  fitl1  orful  +  /t/  or  fu1+  nrss  or  lest  or  A'» 
or  hsx  +  ncxx  or  i*l  or  ist+ic  or  i*l  +  ir  +  at  or 
ly  or  (is)  (Fr.)  +  rt/*/a  «/•«+//<?  -h(i)^/3  or 
fie  -h  (i)al  4-  iVy  or  ^c  +  cr  or  //r(r)  ;   ///  f  r/^  ;  ///  -f  i-rt  f  ///  i  »r 
ness  or  (in)  (L.). 

Helps  for  the  Pupil.—1  Artful,  full  of  ov/  ////  *£///.  i  rirky.    -  .1  / 
—  make   a   fine  distinction  hetweeii  ttrtixt    and    artixan.     *  Artimticin/, 
opposed  to  natural. 


And,  Audit,  (audi,  edi,  ey.  r/M,  from  an  <lire,au<li  f 
to  hear. 


A  ud+  (/>/<'  or  ibl  +  y  or  //>/r  4-  //r,sx  ;  ///  -f  aud  +  iblc  or  i* 
or  i'Si7  +  17//  ;  audi  +  ence  ;  di's  -f  ob,  ob  +  edi  +  ent  or 


Word-Building. 


///    or  >//.v  +  <//>,    o/Hr//:1     nb  +  <>is  \-an<;  .      Attait  ;* 

<tn<lit  \  <>r  or  (ir  +  x/ti/i  or  o/-//  or  or/  +  (urn) 


Helps  for  the  Pupil.—1  7>/W/r//.  die  mav  <•/;////>///.  or  rtf/ta    i»  com- 
ply, with  UK'  command  heard.    *  AwliL  a  hniri/ig.  ;lll(l  so  an  e.nit/timt- 
of  account*. 


\ni\  in  !//•/,  or/),  from  n/f  ruin,  srold. 

Aur  •  •/'<•;  aur(e)+dte  or  ^/(c)1  (diininutivc);  mtri  -\-fcr 
+  ous;*  ori  +  <>l3  (diminutive); 


Helps  for  the  Pupil.  —  l  Aureole,  a  golden  halo.  2  Auriferous,  gold- 
bearing.  *  Oriel,  a  recess,  or  window,  gilded  with  #o/d.  4  Orinlc  —  what 
is  the  bird's  coZor  £ 

Bat,  from   bat  ere,  popular  form   of  batdercj   to   liirht.  to 
beat, 


+ment  ; 

or  (te?*  or    te/'H-^  or   tal+f(m;  cum  +  bat;  com  +  bat 
+  ant  or  ive  or  ive  +  ness. 


I5H  .  see  A.-S.  list  below. 

4  a  ii.  <  'a  ill  .  (cent),  from  CI£H  e  re,  can,  ^/es,  to 

Can-  H-  or  4-  o  w«  or  or  4-  0ws  4-  ^/ex.v  ;  ftc  4-  cent.1 
From  the  frequentative  m?&  ^  re,  crn/  /^  ///x,  we  have1 
cant;*  cant  +  (i)cle  or  (o)  (It.)  ;  (Zes,  re  -{-cant;  re  +  cant  at 
4-  fo/i  ;  3  jt?re  4-  cenf  4-  or  ;  chant  ;  chant  4-  cr  or  /•//  or  (  i)r/frr 
(claiTy  clear)  ;  e/i  4-  chant  ;  en  +  chant  4-  er  or  r  4-  0ss  or  mi'nt.* 
From  the  derivative  accentudre,  ac  centu  dtus,  conu-  r^- 
•\-centu-\-al  y  ac  +  centuat  -\-  ion  or  (c). 

Helps  for  the  Pupil.  —  l  Accent,  the  ^one,  /;//rA,  x//r.s-x  of  th«» 
8  Cant,  affected,   hypocritical  goodness  uttcrin-   itself   in  a  xhnj-xong 
tone.    *  Recantation,  the  charm  reversed,   a  declaration  retracting  a 
former  one.     4  Enchantment,  songs  of  sorcery. 


/,'//////>//.  57 


LESSOR   XX  X. 

Cupif  ,  «'i/>if,  r*/m-,  <-<i/>t.  <-h(ttt.  <-<itt  .  from  c<f  /n/f,  c<i  p  it  is, 
the  head. 


l  or  al  +  ist  or  or  (olj  •'  ///,  <»•  , 

«/  ;  vre  4-  c*/n£  -f  01^  or  ou#  +  ///  ;  prc  +  dpi  <  (  e)  ;  r<  f  y>^  i 
or  tn'ti  +  rt/;  chatt+el+8*  or  el+ism  ;  witt  +  h'.* 

From  the  derivative  capitulum  conic  <'ai>it+u1-\-ur  or 
ul  +  ary;  rh<if>f  +  er.  From  the  dim.  rf/j)  i  //•//  n/it.  comes 
chfi/tit  +  er.  From  the  verb  capit  H  hi  r<\  <-<t  )>if  ti  hi  ' 
derived  from  the  diminutive  nipihihnn.  come  <-fij>itu/(tt  + 
IUH  '••  or  (e)  ;  re  +  cajritulat  +  iQn  or  (e).8  Froni  the  deriva- 
tives r/^  r7^/>  /  /^'  /v.  ///•  a//,  i  hi  ///>-,  and  [trw  dp  i  hi  r<\  /;/•</. 
c-//v  /'  /^  ^s,  come  de  +  capitat+  ion  or  (e)  ;  pre  +  cipit  +  tint 
or  ancy  ;  pre+eipUat+ton*  or  (e).8 


Helps  for  the  Pupil.  —  '  (1apit<tl-=1o*x  of  lend,  or  life,   when 
with  m'we  or  punishment  ;=the  city  which  is  tin1  sr;il  <»!' 
the  A«a^  of  the  state  ;—  money  invested,  in  distinct  inn  from  the  income 
derived  from   it.     *  Capitol,  from   Capitolinn*,   tlie  hill  on   which  the 
temple  of  Jupiter  at  Rome  was  built.    s  Chattels,  invent  mt-  at*  «>t'  al: 
any  kind,  personal  or  real.     4  Cattle,  investments  in  lire  xtnckt  chidly 
borine.     *  Capitulation,  surrender,  the  terms  of  which  an  .\\M 

as  little  heads  or  headings.     *  Recapitulate,  to  ^ro  ore/'  th«  of  a 

discourse  again.      ''Precipitation,    headlong   haste.      "Precipitate,    to 
throw  headfirst. 

Celer,  from  c£ler,  quick. 

Celer  +  ity. 

From  the  derivative  ac  eel  e  rd  re,  ar  ccl  e  ni  ///*,  to  has- 
ten, come  ac  +  celerat  +  ion  or  ive  or  ed  or  ing  or  (e). 

Commocl,  see  Mod  below. 


58  II  »/'(/-  />tu'/t/ijiy. 

<  oimiiiin.  xrr  nun,  first  list 

4  oron.  (<-rotrn,  corof},  from  co  ro  na,n  crown. 

Coron  +  al  or  et  ;  crotrn  ;  crotrn  +  less  ;  corol  +  t(i\im.) 
-f  (a)  or  1  +  ary.1 

From  the  derivative  corona  re,  corondtus,  to  crown, 
come  cor  on  +  cr  ;  2  coronat  4-  ion. 

Helps  for  the  Pupil.—1  Corollary,  something  irivrn  beyond  what  is 
due,  as  a  garland;  hence  something  additional,  as  an  inference. 
9  Coroner,  officer  appointed  by  the  crown. 

Corpus,  torpor,  (corps,  cors,  corpu),  from  corpus,  cor- 
po  ris,  body. 

Corpus  -{-de  or  cul  +  ar  ;  cor^s(e)  ;  eors  +  //7  <>r  r/  ;  cor- 
pn  +  lent  or  lent  +  ly  or  /eMce  or  lenc  +  y.  Corpor+all  or 
al  +  ly  or  (t'l  +  ify. 

From  the  derivative  adj.  corpo  re  us,  and  verb  cor  po  r  ti- 
re, corpordtus,  come  corpore  +  al  or  al+ly  or  al+tty  or 
lY^;  iti  +  corpore-ral  ;  corporat  +  ion*  or  (e)  ;  iu  +  cor- 
porat+ionoi  (e)  ;  corporat(o)  +  ly, 

Helps  for  the  Pupil.  —  J  CorparaL  a  noii-coininissiniird  ofViccr  S«MFH-- 
times  in  charge  of  a  small  /^///  of  •////'//.  -Corporations  consist  each 
of  two  or  more  persons,  or  bodies,  united  for  soim-  purpose. 

Cred,   Credit,  (ere),  from  credere,  credit  its,  to  believe, 
trust  to* 


Cred  +  ence  or  0ra£  or^it<4-(i)eil4-«1  m  Me  or  ibl  +  y  or 
#  or  /ft/e  -h  w-c.s'.v  ;  cre(c)  ^  ;  y^/.s  -f  cr<>.  +  ai(/.*  Credit  ; 
credit  -f  or  3  or  able  or  aft?  +  y  or  able  -f  M&JS  ;  ac,  dis  +  end  it  ; 
dis  +  credit  -f  aft/e. 

From  the  derivative  adj.  credulus,  we  have  cred+ul  + 
ous  or  ul  +  ous  +  ly  or  ul  +  oux  +  ncss  or 
ou&  or  ul  +  ous  +  ly  or  ul  +  ity. 


Helps  for  the  Pupil.—  >  'W/-/£/////x.  /„•„,;/*  that  one  is  entitled  to 
credit.     -  MixiTfttnf.  /ni^c/ifrin;/  •  ln-ncc,  in  the  .  ers,  viU. 

*-Cr«lii»r,  I  In-  ant-  trusted. 

I>at,  from  <ld  re,  da  tits,  to  give,  do,  place,  put,  yield. 

ddt  +  ive*  or  (urn)  or  (a)  (both  L.)  ;  ante,  mis, 


From  the  combinations  of  this  verb  with  prepositions  we 
get  als  +  con  -f  d  ;  3  ad+d;  ad+d+end+(vm)  or  (a)  (both 
L.)  ;  ad  +  dit  +  ion  or  ion  +  al  or  ive  ;  e  +  dit;*  e  +  dit  +  ion 
or  or  or  o/-  +  (i)«^  or  or  +  (\)al  +  ly  or  or  +  */>//>; 

tra+dU+ion;*  tra+dit+ioii+al  or  / 
),  sur  +  ren  +  d  +  er  ;  ren  +  d+  (ez)  +  (vous)  ;  T 
re  +  6^;i  +  dit  (e)  ;  #/v^  +  it  +kr. 

Helps  for  the  Pupil.  —  1  Date,  the  given  point  of  *tW.  2  Dative,  the 
case  used  to  express  that  to  or  /or  which  something  is  done.  *  Abscond, 
to  place  one's  self  in  liidlmj.  4  Edit,  to  #i'ye  forth.  *  Krfradifiim,  the 
giving  up,  by  one  State  to  another,  of  an  alleged  criminal.  *  Tradi- 
tion, the  giving,  or  luindin.i;  down,  across  periods  of  time.  7  Rendez- 
vous, report  or  deliver  yourself;  then  the  j^/oce  at  which  this  is  to  be 
done. 

I.KSSOST    XXXI. 

Dent,  (denti,  dun),  from  dens,  dentis,  tooth. 

DeHt  +  fd  or  /x/  or  ixt  +  ry  or  (tt  +  cd  ;  fri  +  dent  :  denfi  + 
/V'/V(e)  (frirf/rc.  to  rub)  ;  r/r/w  -j-  efe  +  lion.  * 
From  the  derivative  dcn-titn*,  tlie  p.  p.  of  /A'//  tf/re,  we 


From  tlic  derivative  />/  ^-//  ///  r«,  ///  ^A1//  A/  ?U*,  t«>  not«-h. 
we  havi'  ///  4-  fAj//^  ;  ///  -I-  dv  itf  -  un  :  '   in  -\-<f<-nf<ff  4-  A>//. 


Helps  for  the   Pupil.  —  '  D^mlr/ion.   tlic  flower  so  named   from  it^ 
jagged  leaves,  whose  t-dirrs  l«.ok  like  row*  of  lion's  teeth.     •  Indenture  — 


60  II  n/V/-  /////A//. 

duplicates  of  contracts  once  had  tlu  ir  edges  notched  so  that  they  would 

tally  with  rarh  t.tlu-r  :    tin-   \\riling8,  80  iiotrhi-il,   were  callt-d    M 


l>i,  from  <//  rs.  a  day. 

/>/  or  or  nr  f-  /*•/  :    nn'ri(--iHi'<li)  •  </*  •  <tti    or 

^-<//  or  ou+al  +  ltj  :  ///<  /•/  M//+  ////  ;  y/o>7 

:   <jrti>/i(  s-,  lm\v  nianv  r)  •  <// 

in  '//  ///•  ////'  //>•  wt-  Lr»'t  <linrn  +(d  ;  jo.urn  +  tir  or 
or   ul+ist   or   r//-f/-  ;3 

/  -Joitrn  ;  80     joiirti  •-/  r. 


Helps  for  the  Pupil.  —  '  (Jnntitlinnt  <>n   h<»r>  ••>  r  /mint/  a  '/"//.  (>n 
.  ilnily.      -  Journal.  mic»»  a  d<n'/i/  tit  tcx/>"/"    .  M    /OlfflK  V  ^a-  a  »A///'.s 

travel;  meaning  of  both  extended  m>\f. 


lloinin.  from  f/oy//  /  JI//N,  lord  ;   </o/;/  /  //f/,  lady. 

>  i«n  or  ic  +  al  or  (o)  or  (e)  (l><>th  Sp.)  ; 
(in    Chaucer,    etc.);     <l<nn<tht  :     <l(im(c):     <t<un  ; 

+dam  :  fffim  -f  ,v(  =  r)^/;  <i<mn\\i\  (Sp.  )  .  <hn'nn(\\\ 

•) 

From    the    derivative    domi)niri.    domindfas,    we 
tlnmiit  <<ntf   nr   pw;   <lomi  imt  +  ion   or  />/•   <»r    (e);jt>r«-h 

<i<nnin  -\-itnt  n 


Ilonii.  ll<»nnil.  from  r/o/-  //^'  /v.  r/o/-  ////  ///s.  to 

Dorm   ••<!///  <*r  <i,,  r.       DormU+W6  OT 

Fae,  (fiH'i.jiri  ,  from  /;/  </  <  .s.  a  larr  or  surfar«». 

Poe(e)  ;  /tec        ;  tfo,  //'.  9ur+/ae(e);  y>/'-/ 

+/Icl-f  (CS)    (  L.  )   Or  0/1    nr  ///  ^    ///  nr  r//   |    ////. 

Helps   for   the   PupiL—  '  tfujjrrti'  |.in-    t<>   the  surface, 

.!l«l. 


Advanced  A'/  /////'>•//.-  Cl 

Felu%  from  felix,  felt  cis,  happy. 

Felic  +  ihj  or  it  4-  0?js  or  *7  -f  ous  +  ly  or  iV  -f  ous  -f  w0ss  ; 


•in+f<'lic+ity  or  it  +  oif*  or  it 

From  /e  Z/c  /  tf#  tfws,  p.p.  of  /e  /^  /  £#  re,  we  get  feliciftif 
+  ion  or  (o). 

Fcs§,   from  fa  te  ri,  fes  sus,  to  own,  acknowledge,   manifest, 
show  forth. 

/,  pro  +f  ess;  con+fess  +  orl  or  ion  or  ion  +  al  or  t-d 
or  ed-\-/i/  ;  pro+fess  +  or*  or  or  +  (i)«Z  or  or  -{-ship  or  tow  or 
or  ion  +  al  +  ly  or  erf  or  ed  +  ly. 


Helps  for  the  Pupil.  —  2  Confessor,  not  the  one  co>//>.s.s//^/.  but  7/f  /// 
whom  cunj'i'xxinii  /x  nxult'.  •  I'mfvxxor,  one  who  openly  teaches,  or  shows 
fort/i.  ;i  science,  ur  hranch  of  learning. 


LESSOX  XXXII. 

Form,  from  forma,  fiirure,  shape,  appearance. 

rni'tn  :  fornt+dl  or  al  +  ly  or  ttl  +  isnr  or  til  +  ity  or  ?// 
(dim.)  +  (a)  (L.)  or  nl  +  ary  or  nl  +  at  +  ion  or  Hl  +  afr  :  <lc 
nn  +  <'(/  or   ////  ;    ///  +form  -  +  al  or  al  +  1y  or  ttl+ity: 
-f  form  :   tint  +f»nn  f  ////. 
Kmin  for  mfc  tll8,  the  j>.|>.  of  the  dcrival  i\  c  /)/r  ///^'  /v.  we 
have  fin-unit  \-ion  or  //'".      'Fnun   the  eoinl)inations  of  /br- 
with   prepositions,  we  have  /v///,  ///,  /v,  triuix+form  ; 
\-f<n>in  +able  or  abl  +  y  or  /V  or  ////  ;  ro//.  ///,'J  /v,  //•/ 
+fonn<ff-r  Inn  :   ///,  /v  +fonn+  cr  ;   in  +forin  +ititt  ;   re  + 
foriHirf  I  //v-  or 


Helps  for  the  Pupil.  —  '  Fnrinnlixin.  lie-  striri    ml/n-rf>nce  to  forms 

«n»l  00reman«68,        Information^  kin»\vl«Mlur«i  rn-rivnl,  and  regard  «M!  as 

'taliln  ami  //*/•///  In  tin- 


62  Word-Builtf*     . 

Tori,  i/or//./orr).  from  /or  //>,  stroii-,  powerful. 

/•'or/:  />>/•/  +  ;•  +  (ess)  (Fr.):  forti+ff/  or  /ii-<tt  )•  iu/i  or 
tftttfe;  /orr(,<)  :  f<n'<-(r)+ful  or  ////  +  ///  or  /''**  or  ////£  or 
ibl  +  y  or  ible  +  ness;  en,  rc  +  en+forc(u)\  en, 
/orr(e)  +  ///>/,/. 

From  the  derivative  /or  &  r0j  to  strengthen,  ire  gel 

L-  rum  +  fort  :l   rof/t  i-fort  +  dblu  or  ttbl  +  y  or  /<-»•  or  /  /•  ; 
tf+fort.* 

Helps  for  the  Pupil.—  What,  -vrr   l  comforts,  strengthens.     '  J\ 
the  putting  forth  of  strcnyth. 


;3 


Gcr,  €vck*f.  4-<^iur.  (f//.sY,  f/istr.jcsfi,  from  ytrere, 
to  hciir,  or  carry  on,  perform. 

<;/-r-f  "//'/  or  t(H</+irt';1  belli  (/W/  /////,  /^7//\  war),  ?•//•(«•) 
+  gre  r  -f-  eut  ;  a  «m-|-flrer-f  (iee)  (L.).     To//,  ///, 
con,  '//',  in  +  <lt\  xi/</  +  </<'i*f  +  i<i/i4  or  ire  ;  </i\  i/i 
ibit'  or  ihil  +  ity  ;  re  +  yist  +  er;  re  +  yistr  +  ar  or 
or  y  or  ^/  -f  /o//  :  ./>>•/  :  ,/rs/  4-  ^r  or  i;///  +  ///. 

Yromges  fir  ?/  ///  ///x.  p.p.  of  //r>-  ///•  //  /^/  /•/. 
l<it  +  ion  or  o/v/  or  (r).  From  the  fre<jiu'iit;iti\r 
ges  l<i  ///x,  we  get  </<'st<it  +  ion  or  <;/•//.  From  r./  agger  u  ///>-, 
p.p.  of  the  derivative  exay  <jt'r  ii  n-.  i«  lica|»  up.  we  get 
('.r  +  fty  +  f/t-ffff  \-ian  or  tV0  or  (e). 

Helps  for  the  Pupil.  —  '  Gerumlir,  .  A///-/////  tin*  iiaiuiv  of  a  genuul. 
OF  vi-rhnl  noun.      -  Ili-lliyi-i'cut.  ln-ariny  irnr,  tnrr/ik<.      The  rlmim: 
tilings  "  ,m-  //o/v/r  ii/tiirf.  >«-j»arahMl.    4  Congestion, 

orovrrl'iiln. 


4.r  an.  <(/r<iin,  <j<irn  .  from  f//vf  nnni.  irniin,  lllicr  of  \vood  or 
doth. 


(;  run  \-ary  or  wfe  or  ul  +  ar  or  ul  +  ate  or  nl  +  nt  +  ion  or 
t70!or(g(i  i  OF  -(i)  f  ror  +  dits;    </t'tritt;    'at  \-yrain;* 

f/fU'H     -    9f    "I"   /'/. 


Advanced  A'//////*-//.  63 

Helps  for  the  Pupil.  —  l  irnmitf,  a  speckled  stonr.  full,  as  it  were, 
of  grains.  2  Orange,  a  ftarra,  and  hence  grangers  are  fanners.  *Ingrain, 
to  dye  with  seed,  grain,  or  with  cochineal  —  an  insect  resembling  grain. 

<»ro**,  (gros,  gro,  groc),  from  gr6s  sus,  thick,  fat,  large. 

Gross  ;  yross  +  ly  or  wess  ;  en,  in  4-  gross  ;  l  en  +  gross  + 
ment  ;    grros  4-  beak  ;     gro  4-  grain,  a(  =  grain)  ;    gro  +  g  ;* 

groc  +  er*  or 


Helps  for  the  Pupil.  —  ]  Engross,  to  write  in  Zan/e  letters.     2 

of  coarse  grain  or  texture.  3  tfro^r  —  Admiral  Vernon,  who 
wore  grogram  breeches  and  was  called  "Old  Grog,'*  had  his  sailors 
dilute  their  rum.  The  mixture  they  called  grog.  *  Grocer,  the  word 
from  the  manner  of  selling  —  by  the  gross. 

Iiitegr,  see  Tact,  first  list* 

Judic,  Judicat,  Judicatur,  (judg),  from  ju  di  cd  re 
(=jus  +  di  cd  re],  ju  di  cd  tus,  to  make  known,  or  interpret, 
the  law. 

Judic  +(i)al  or  (\)al  +  ly  or  (\)ary  or  (i)ousl  or  (i)ous  +  ly 
or  (i)ous  +  -ncf*s  ;  pre  +judic  +  (i)al  or  (\)al  +  ly  ;  pre+jit- 
f//r(e);a  judgement  or  (e)  ;  ju<1g(o)  +  sliip  ;  ad,  pre  + 
jt"tg(e).  Judicat  +  ory  or  we;  ad,  j)n>  +judicat+  ion  or 
(e).  Judicature). 

Helps  for  the  Pupil.  —  "  Judicious,  with  good  judgment.    -  Prejudice, 
t,  im  UK  il  without  full  data,  and  unfavorable. 


.  /tni(/ti  •.  from  fingua,  language,  tongue. 
Lint/  ii  +  ul  or  /x^  or  isf  +  ir  or  ist  4-  ics  ;  !  langu  4-  age. 

Helps    for    the    Pupil.  —  »  Linguistics,  the  science  of  languages  — 
their  origin,  growth,  change. 


Word-Building. 


LESSON    \\.\Ili. 

Major.     (m  a  i/or),    from     nut,  /or.    greater,     comparative    of 
nus,  great 


Major;   Major  +  it  yl  or  ship   or   gener  +  til  ;    mat/or; 
m  a  i/or  +  ship  or  al  4-  ///. 

Helps    for    the    Pupil.  —  l  Majority  —  when   doti>   <>nr   oome    i««    lii- 
majority?     And  what  is  the  diHVivmv  iM-twcm   a  //////o  /•//_//  <>f    \ 
and  a  plurality  f 

Man.  ]?Ian§,  (mn,  main),  from  mane  re,  ttuin  >•//*.  in  sia\, 
dwell. 


Man  -{-or   or   or  +  (i)a/;   per  +  man  +  cut    nr   r///-f///    <>r 
n  4-  ew/  ;  !  re  +  JMM  +  ant  ;*  re-}-  in  a  i  n  ;    re  + 
main  +  s  or  (d)  (Fr.)+^*.     MaHs+iu/i.  ov-iun  +  r;i  pr  (e), 

Helps   for   the   Pupil.  —  l  Immanent,    ,*»•/<////////,    <»r   «///'/7///t//.    ///,    or 
within.     2  Remnant,  what  remains  over  or  after. 

THedic,  from  ////W  /  <•//>,  a  physician. 

Medic  +  al  or  al  +  Iy  or  ////'  or  ///  -h///  or  ///  -\-nMc. 
From  the  derivative  met/  /  rr/  r/.  ///^/  /  /Y/  ///>,  t<>  heal, 
or  ////'///  ;   nt<'<Hcat  +  ctl  or  /o//  or  //•/•  or  ( 


Met,    Meil«,   Hc'ii«»iir,  diu'<isttr>.  from  ntrtt  ri.  nun  sits,  fo 
measure,  e>tiin;it<>. 


M<-f(i>).1  Ih  f  iiH'ns  +  i*ui  ;'  it/t  {  incus  4-  ////  ;  ///*  -f 
meti8(u)  ;  ////  •  itn'iis(e)  +  Iy  or  ne.vx.  ////  -f  im-itstir  +  ahlc 
or  abil  +  ity  ;  nt<'<isnr  +  (ihlf  or  <tl>l  +  y  or  /•//  or  (<•)  :  ////  -f 
measur  +  ablc  or  '////  +  //  ;  tn<'<tsitr(e)+lex*  OT 


Helps   for   the   Pupil.  —  '  J/e/e,  to  measure  out.     *  Dimension,  the 
measure  from  side  to  H<I«-. 


Advanced  English.  C5 

Mod,  (modi),  from  m6dus,  measure,  manner,  fashion. 

Mod(e)  ;  mod  +  el  or  el+er  or  al  or  ish  or  est1  or  est  +  y 
or  est+ly  or  fc-f  (um)  (L.)  or  0r^2  or  ern  +  ly  or  ern  +  tie** 
or  0r/i  +  t*20  ;  com  4-  ///or/  4-  a'ty  ;  3  corn  4-  modi  4-  OMS  ;  *  /w  4- 
com  +  modi  +  ons  or  ous  +  ly;  modi  +  ft/  or  fi  +  er  or  /fc4- 
a£/0  or  j#ca£  4-  i'0?i. 

From  moderdtus,  p.p.  of  moderdri,  to  regulate,  we 
have  mode  rat  -{-or  or  ion;  moderat  (e)  ;  6  moderdt(e)  +  ly 
or  fte#£.  From  moduldtus,  p.p.  of  moduldriy  derived 
from  modulus,  dim.  of  modus,  we  have  modulat+iuu 
or  (e).8  From  #£  com  mo  Ja  re,  ac  com  mo  J«  ^w«,  we  get  ac 
4-  com  4-  modat  4-  i'0w-  or  (e). 

Helps  for  the  Pupil.  —  '  Modest,  within  proper  bounds  or  measure. 
2  Modern,  as  if  from  modo,  now,  the  now  or  present  fashion.  *  Com- 
modious, in  measure,  adapted  to  its  use  or  purpose  ;  hence  *  commodity 
=what  is  adapted  to  use  or  convenience  —  articles  of  commerce. 
*  Moderate,  to  reduce  to  proper  measure,  to  control.  6  Modulate,  to  fit 
or  adapt  the  voice  to  that  which  it  expresses. 


Par,  (pair  ,2>  ire,  peer),  from  par,  /H£  r/s,  equal. 

JP«r;  i><tr+if.y;  dis+par  +  ity  or  w/0  or  age  +  inrnf  ; 
pair;1  um(  =  non)+pire  ;'  pver  ;  peer  +  ess  or  less  or 
less  +  ty  or  less  +  H  CM  or  <7//^;  3  rv//w  +peer. 


Helps  for  the  Pupil.—1  7W/\  Iwo  things  of  a  A-/nrf  or  sort,  hence 
equal.  *  Umpire,  wit  hind  peer  or  equal,  supreme.  s  Peerage,  the  peers, 
e</Ka/a  originally  ;  but  now  men  of  hnjh  rank  simply. 


LESSON  XXXIV. 

Pand,    Pan§9    Pa§§,  (pac),  from   pdndere,  pdnsus   or 

ptissns,  to  spread,  stop. 

jEfc 4- patid.     Ex  4- pans  4-  fVw  or  /^/7 4-  ////  or  zVe  or  ive 4- ly 


66  II  //v/-  /;////,///    . 

or  /  —  A   <T  (o).     Pass:  JMISS  -f-  //////  or  nl1  +  y  or  <7/7#  or 

f(=ayr)+^r>or0ror«n^;1  (ymss  is  j-iviixcd  to  the  words 

£00^'.   /•<•//,   wore?,  port);   com,  en  +  com.  snr,    tres  +  imss: 

^nr  +  pass  -\-abl  <  :    //rx  •  JHISS  -fr  ;  )Htc(o)  ;    ^>f/r 

Helps  for  the  Pupil.  —  *  Passenger  (the  n  t-\<  r»-<  ,  ni),  «.n«-  who  passes 
or  journeys.     *  Passing  often  =  dyinj:  —  the  "  Passing  of  Arthur." 

« 

Pen,  trompc&na,  piinishinent. 

Pen  +  al  or  al  +  ty  or  awce. 

From  the  derivative  ^ew  f  ^  re,  to  cause  to  repent  ,  we  get 
in  n  it  -f  ence  or  ^w^  or  ent  +  7^  or  e?^  +  (i)al  or  e^/  +  (i)ary  ;  l 
or  ence  ;  re  +  pent;  re  +  pent  +  ant  or  ance. 


Helps  for  the  Pupil.  —  l  Penitentiary,  once  a  b-uildimj  where  peni- 
<-onf  eased;  now  one  where  offenders  are  confined  in 


Pict,  Pictur,  (painty  piy)9  from  />/'//  r/e  re,  pic  tus,  to  paint. 

i'i</-}-  ment.     De+pict;   pict+ori+al;    )Hthtt  :   jKihtf 
+  er  or  ing.     Fictur(o)  ;  pictur  +  esyue  or  esqne  +  ness  or 


Plac,  Placit,  (pleas,  plais,  plead,  plea),  from  ^l  a  cere, 
plac  i  tus,  to 


/V/1  or  /V-f  ///  or  /V/+  //y/  ;  /v>///  -f  plac  +  oit  or  rW-f  /// 
or  e?^e  or  ency  ;  2*leas(e)  ;  pleas  +  er  or  t'w^r  or  iny  +  Iy  <>r 
ant  or  ant  +  ly  or  (Dit  +  ness  or  (tHf  +  ryor  urc  or  nr  +  <tlilc 
or  wr  -f  ^/^/  4-  //  or  wr  H-  rt£/0  -f  we55  ;  co?//  +  />/«/*  -f  «/iY  or  ance  ; 
j>f«it/  ;  plead  +  er  or  /////-f*;  pica* 

I-'  roin  the  allied  verh  />///  r//'  /v,  />///  /v/  ///x,  we  (iret   pl<i<  <i 
////-  or  ///  +  //  «'i-  ///r  •!•////  -f  ////  ;  i>l«cat  +  wn  or/Vor(<«). 


Helps  for  the  Pupil.  —  '  /'A/r/W.  gentle,   |M-,-i«-i-rul   IMM-JUI>U 
*  Plea,  a  pleading  which  6X00060, 


Advanced  /,'//////>•//.  67 

Plen,  (pleni),  from  pie  nus,  full. 

Plen  +  ary  ;  re+plen+ish  or  ish  +  ment  or  ish  +  er; 
pleni +  tude  or  potent  (see  below)  or  potent  +  (\)ary. 

From  the  derivative  noun  pleti  i  tas,  plenty,  we  get  plent 
-f//;  plenti  +ful  or  fnl  +  ly  or  ful+ness  ;  plente  +  ous  or 
ous  +  ly  or  ous  +  ness.  From  the  kindred  verb  pie  re,  to  fill, 
come  com,1  sup*+ple  +  ment  or  ment  +  ary;  im+ple  + 
ment  ;3  com,  $up+i>lu. 

Helps  for  the  Pupil. — !  Complement,  that  which  fills  out  or  com- 
,   pletes,  as   one  hemisphere  another  ;   2  supplement,  an  addition  only. 
3 Implement,  means  for  fulfilling  or  accomplishing,  an  instrument. 

Plum,  (ptttnti),  from  pluma,  a  feather. 

flutn(e)  ;  jtfunt  +y  or  «//e  or  ?</c  or  ery;  plum(e)  +  less 
or  ?e^  ;  plumi  +  ger  +  ous. 

Plumb,  (pliunbi),  from  plum  bum,  lead. 

Plumb;1  jtfiunb  +  cr*  or  ^/f//  or  />///  or  ic  or  (e)ous  or 
(e)«?i  or  lin(e)  or  mJ(e) ;  plumbi+fer  +  ous;  plum(m) 


Helps  for  the  Pupil.— What  are  a  !  plumb  and  a  s  plummet  made 
of,  and  what  metal  does  the  2 plumber  handle? 

Pot,  I 'ola I.  (pois},  from  i><>  tn  re,  }>o  td  tus,  to  drink. 

Pot ; !  pot  +  ion  or  able  or  able  +  ness  ;  j>ot(i)  -t-er  or  le  or 
erf/ ;  pois  4-  on 2  or  o?i  +  ous  or  o^  +  ^/*.  Pot  at  +  ion  or  0/77  ; 
com  +potat  -f  low  or  or. 

Helps  for  the  Pupil. — What  must  a  !pot  have  been  used  for  in 
order  to  get  its  name,  and  in  what  form  must  *  poison  have  been  taken? 

Potent,  (potenc),ihe  present  part,  root  of  pos  stun  (=potis  + 
sitm),  pds  se,  to  be  able. 

Potent;  potent  +  (\)al  or  (i)al  +  ly  or  (i)al+  itij ;  im  + 


68  H 


onnti+potriif  ;    <nnni  \  pott  •/*/•{-  ///  ;    i>of<>n.c  +  y  ; 
itn  +  potenc  +  y  or  (e)  :  <nnni  •  j>of<  nr(>  \.      From   the  / 
of  ;  '   we  get  p08*  +  Me  or  iM  +  y  or  j>oss  +  ibil+  ////  ; 

or  ibl+y  or  ibil  +  ity. 


LESSON  XXXV. 

Prehend,    Prelicns,    (pregn,  prent,  pris,    priz\   from 
/>re  //  <  //  </r  /  •/  .  />re  //<'//  >•//>-.  to  seize,  lay  hold  of. 


Aply  com,9  re+prehend;  im+pwf/H  -{-able  or  (tltl  +  y  or 
tibif+ifi/;  ap+  prent  +  ice  or  ice  +  *1n  p.  Ap,  com,  re  + 
preliens  +  ion  or  ive  or  ible  or  ibl  +  y  ;  prehens+ilc  ;  <//>, 
com,  enter,  sur+pris(e)  ;  op,  re,  sur+pris  +  al;  pris  +  vn 
or  on  -f  cr  ;  priz(o). 

Helps  for  the  Pupil.  —  Bring  out  clearly  the  difference  between 
1  apprehend  and  2  comprehend. 

run;:.   Punct,  Punctur,    (poign,  punch,   point),   from 
re,punctus,to  sting,  prick,  point. 


1'tiny  +  ent  or  ency  ;  ex+pung(e)  ;!  poign-}-  ant  or  0*1 

or    «?^y.      Com+punct  +  ion*    or    (i)o//<  ; 
point;   point  +  er   or  edf  or  ed+ly  or  ed+ness  or 


From  punctum,  point,  we  get  pum-fit  +  al*  or  al  +  Iy  or 
al  +  ity.  From  the  diniiiiutivc  /tunrtilln  (S]>.),  we  get 
|HfltCt4*i7+(i)<W*Ort7+(i)0ttt  +  fl6M.  Frnm  the  (lcriv;ili\c 
verb  punctudre,  punctudtus,  we  get  pHn<'tu<tt  +  ion 
or(, 

Helps  for  the  Pupil.—  l  Expv  ////'.  1"  prick  (»ut.  TM  *  compunction, 
what  i<  iiK-taphorically  n-jin-M-nird  a-  /irirkingf  *  Punctual,  on  tin- 
very  |XH>^  of  time.  What  is  it  to  4  punctuate? 


Advanced  EnyU.xh.  69 

Quadr,  (quadru,  quadri,  quart,  quir,  quatr,  qua  t),  from 
quad  rtts,  ji  square,  from  qudttu  or,  four. 

Ouaar  +  ant  or  ant  +  al  or  enni  +  al  or  oon;*  quadr  + 
angul(angulus,  angle)  +  ar  or  ^/////(e)  ;  quudru+ped  or 
ped+al  or  pie  or  plexj  quadri  +  later  (lotus,  lateris,  side) 
4-  ft/;  quart;  quart  +  er  or  er  +  ly  or  etfte  or  «w  or  (o)  (It.)  ; 
quir(e)  ;a  quatr  +  <iin  :3  quat  +  ern  +  ary  or  ern  +  ion. 

From  the  derivative  $w#J  r#  re,  #w«^  rrf  tfws,  we  have 
quadrat;4  quadrat  +  ic  or  tc'5  ;  6  quadratur(e)  ;  s(=es 


^  or 

Helps  for  the  Pupil.  —  l  Quadroon,  the  black  blood  only  one  fourth. 
-  Quire,  sheets  of  paper  packed  four  (now  twenty-four)  together.  3  Quat- 
rain, a  stanza  of  four  lines,  or  verses.  4  Quadrat  (quad.),  a  square 
block  of  type-metal  used  in  spacing.  5  Quadratics,  that  branch  of 
algebra  in  which  the  highest  power  of  x,  y,  etc.,  is  a  square.  *  Quarry, 
the  place  where  stones  are  dug  and  squared. 

Quant,  (quanti),  from  qudn  fits,  how  much  ? 

Quant  4-  (um)  (L.)  OY  ity  ;  quanti  +fy  or  ficat  -\-ion. 
From  qudn  ti  tas,  quan  ti  td  tis,  come  quantit+ive  or  ive 

+  ty  j  quanti  tat  +  ive  or  ive  -\-  ly. 


,  (quir,  quest),  from  qucerere,  quce  situs,  to 
seek,  search  lor,  ask,  inquire. 

otter  {  //  or  ist  ;  con  +  qucr  ;  l  con  4-  quer  4-  or  or  a&fo  ;  ac, 
in,  re  +  qu.ir(e)  ;  ac,  re  +  qnir(e)  +  went  ;  ac,  re  +  quir  + 
able;  in  +  quir  +  er  or  tw^r  or  ing  +  ly  or  y  or  (e).  -4c,  rf/5,a 
m,  re  +  qnisit  ±ion;  ex?  per,  re  +  qttisitu*)  ;  ac,  in  +  quisit 
4-  iw  or  tVe  -f  ness  ;  in  4-  qttisit  4-  or  or  or/  -f  al  :  quest  ;  con, 
in,  re  -{-quest:  quest  +  ion  or  ion  -{-able  or  ion  +  able  +  ness 
or  ion  4-  fes$  or  or  *  or  or  4-  ship. 


;o  Word-Building. 

Helps  for  the  Pupil.  —  !  Cnin/m>r.  t<>  *"'/,-  and  .7/7/7?  by  force.  •  /)/,<?- 
quisition,  &  ae&rcliiinj  inwttiffdtion,  3JExquisit<\  souf/hf  out  carefully  ; 
Iu>  nee,  of  surpassing  quality.  4  Questor,  a  receiver  <>!'  taxes  at  Ronu  . 


.  Quicl,  (quit,  cot/),  from  qui  es  ce  re,  qui  6  t  */.s,  to  n^t, 
repose,  release, 

o/fi  +esc  +  ent  or  ent  +  ly  or  ence  ;  ac  +  qui  +  esc  +  ent  or 
or  esc(e).1  Otiicf  ;  <fuiet  +  ly  or  ness  or  ?«fo  or  t^  or 
t'sw  y  <?15  4-  v  "  *V'^  :  '//.s*  -f  q  n  iet  4-  ?«c?e  ;  </  /^  /7  3  (ad  j  .  )  :  </  //  *7(e)  ; 
quit  +  claiiH  :  coy  ;*  coy  +  ly  or  ness  or  ish  or  ish  +  ness. 

From  the  derivative  verb  #zn0  £are,  to  calm,  to  quiet.  \\c 
get  quit3  (verb)  ;  quif(t)  -\-ance  ;  ac  +  qtiit;  ac  +  quit(t)  4- 
a^  or  ance  ;  re  4-  quit(e)  ',*  re  +  quit  4-  aZ. 

Helps  for  the  Pupil.  —  l  Acquiesce,  to  res£  satisfied.  *  Quit  (adj.), 
freed  from;  *  quit  (verb),  to  free  from,  to  leave.  *Coy,  bashful,  retired. 
*  Requite,  to  return  like  for  like. 

LESSON  XXXVI. 

Radi,  (raj/),  from  r<t  di  les,  a  ray. 

Itadi  +  al  or  (us)  (L.)  ;  raj//  ray  +  less. 

From  the  derivative  ra  rff  «  r^,  ra  di  a  tus,  we  get  r«<?i  4- 
aw^  or  ant  +  ly  or  ance  ;  radiat  +  ion  or  (e)  ;  ir  +  ra<li<tt± 
ion  or  a#£  or  (e). 


Rap,  Rapt,  Raptur,  (rav,rept}9  from  rap  ere, 
to  seize,  snatch,  hurry  away* 


Rap  +  id  or  id  +  ly  or  id  +  ity  or  «W4-s  or  tV&0  or  acious  or 
acious  4-  ?y  or  ae  4-  iVy  ;  rav  -f  «^c  or  ^?i  or  en  4-  0w$  or  en  4-  0ws 
4-/y  or  t'wtf1  or  tWi  or  ish  +  er  or  ish-}-  ing  or  ish  +  ment. 
Rapt;  sur  4-  re/>f  H-  tV(  =  ic)  4-  (i)ows  a  or  it  4-  (i)ows  4-  ty.  Rap- 
tur(e)  j  a  raptur  -f-  ow«  or  ow^  4-  ty  ;  en  4-  raptur(e), 

Helps  for  the  Pupil.  —  '  Ravine^  H  yuryv  cut  out  by  ruahiny  Hoods. 


Advanced  English.  71 

2  Surreptitious,  done  stealthily  and  with  violence.     One  in  s  rapture  is 
caught  up  and  hurried  aivay  in  thought  and  feeling. 

Rat,  (rati,  reas),  from  re  ri,  rd  tus,  to  think,  suppose,  calcu- 
late, fix,  settle. 

Rat  (e)  ;  *  over,  under  +  rat(e)  ;  rat  +  able  or  abl  +  y  or 
w0ss  or  tow  or  (io)  (L.  )  or  ?ow  4-  al  or  tow  +  al  +  ly  or  tow 
ize  or  ion  +  al+ist  or  ion  +  al  +  ist  +  ic  or  tow  4-  «/  4- 
t'sw  or  tow  4-  al  4-  ^y  ;  rail  +fy  2  or  /&  4-  0r  or  float  -f  tow  ; 
4-  on  3  or  ow  4-  0r  or  ow  4-  ing  or  0tt  4-  «^>fe  4  or  on  4-  a5?  4-  y  or 
4-  able  4- 


Helps  for  the  Pupil.  —  1  Hate,  the  fixed  proportion.  2  Ratify,  to 
sanction,  approve.  3  Reason,  the  intellectual  faculty  which  thinks,  con- 
cludes. *  Reasonable,  having  reason,  agreeable  to  the  reason. 

Reg,   Reef,   (ro//,   r/gr,   regri,   ress,  recti],  from  regere, 
r£c  tus,  to  rule,  direct,  arrange. 

1  or  al  +  ly  or  al  -\-ity  or  en/  or  0ttc#  or  tow  y  swr 
;  t  w  4-  sur  +  g  4-  ew/  or  ency  ;2  sou  +  r(=re</) 
+  ce;3  re  +  sou  +  r  +  ce;  re  +  al+(m)  ;  roy  +  al  or  al  +  ty 
or  al  +  ist  ;  cor,  in  +  cor  +  rig  +  ible*  or  ible  +  ness  or  iftt7  + 
t7#  ;  regi  +  men*  or  mew/  or  ment  +  al  or  ct^(e).  (7or,  r/7, 
e  +  rect;  cor,  di,  e,  in  +  sur,  re  +  sur+rect  +  ion;  cor,  di, 
e  4-  reef  4-  or  or  tVe  or  Zy  or  w^55  ;  red  4-  or  or  or  4-  ate  or  or//  ; 
di  +  rect  +  ory  or  or  4-  ate;  d(  =  di)  +ress;*  d  +  ress  +  y; 
ad  +  d,  re  +  d  +  ress  ;  recti  4-  tude  or  fy  or  fi  4-  er  or 
or  /rc«£  4-  tow. 

From  the  derivative  reg  nd  re,  we  got  wyn  +  ant  or 
reign.  From  the  derivative  noun  reg  u  la,  we  get  regul  4- 
ar  or  ar  4-  ly  or  «r  4-  ity  ;  ir  4-  regr?^  4-  ar  or  ar  4-  ly  or  «r  4-  tYy  ; 
rtil  +  er  or  t'^r/  or  (e).  From  r0to;  w  /a  tus,  p.p.  of  ra/  1«  Id  re, 
we  get  regulat  +  ion  or  tVe  or  or  or  (e). 

Helps   for  the   Pupil.  —  '  Regal,  pertaining  to  the   king,  the  ruler. 


72  11  ord-Buildii 

*  Insurgency—  the  directing,  or  taking  one's  way,  may  be  /row  under. 

*  Source,  the  rise  or  origin  or  rause  of  anything.     4  Corrigible,  iliat 
may  be  «e{  aright  or  mrrrrtcd.     *  Regimen,  the  j>re>eribed  /•?//<>  .  as  of 

•  />ress,  to  arrange  in  frwf,  to  arrange  one's  clothes. 


Ki<l.  Ki*.    /•/<//>,  from  ridtre,  risus,  to  mock,  to  laimli.  to 

lauirliat. 


Z)e  4-  Hrl(e)  ;  de  +  rid  +  er;  ridi  +  cute  or  cul  +  ous. 
or  ibil  +  ity  or  ibl  +  y  ;  de  +  ris  +  ion  or  u;0  or  ive  +  ly  or 


LESSON  XXXVII. 
Riv,  from  r/  /•//>-.  a  stream  :  ///></.  a  bank,  shore. 


/;  /  r  -h  er  or  wZ  or  «Z  4-  ry;  !  cor,  o  w/  -h  Hv  4-  fl?  ;  H  v  4-  ul+  et. 

From  the  derivatives  of  rivus,  we  get  de  +  riv  +  able  or  aW 
4-  y  or  (e)  ;  de  4-  rivat  4-  ^'ow  or  w  or  tve  4-  /#  ;  «r  4-  r«v  4-  fl  J 
or  (e).' 

Helps  for  the  Pupil.  —  l  Rivalry  —  why.  originally,  between  those  on 
opposite  banks  of  a  river?  2  Arrive  t  originally,  to  reach  the  shore— 
what,  now  ? 


,  Rogat,  from  ro  f/^  /T.  ro  gd  tus,  to  ask,  question,  solicit* 

Ar  +  rog  +  ant*  or  ant  +  ly  or  awce  or  awcy.     J^,  ar,  de, 
inter,  sur  +  ro(/at(?)-,*  ab,  de,  inter,  pro,9  super  *+e  +  n>- 
ion;  de,  inter  +  rogat  +  ory  ;  inter,  pre  +  rot/af  \  //v. 


Helps  for  the  Pupil.  —  l  Arrogant,  /V,////////#  for  one's  self  —  n«>\v. 
mort  than  one's  due.  *  Surrogate,  a  substitute,  an  officer  \vlm  }»n  -ides 
over  the  probate  of  Mu7/«.  *  Prorogation,  the  ending  of  a  session  <  -I 
liament  and  t  he  postponing  of  its  business.  4  Supererogation. 
than  t/w/y  require*. 


Advanced  English.  73 

Rupt,   Ruptur,  (rout,  rut)9  from  /•/////  pe  re,  rup  tus,  to 
break,  destroy,  burst. 

Ab,  bank1  (bench),  cor,  inter  +  rupt  ;  cor,  dis,  e,  inter,  ir 
4-  rupt  4-  ion  ;  ab  4-  rupt  +  1/  or  ness  ;  cor  4-  rupt  4-  ly  or  ness 
or  er  or  ible  or  ibl  +  y  or  ibil  +  ity  or  ible  +  ness  ;  in  +  cor  + 
rupt  4-  £y  or  wess  or  ible  or  /W  4-  y  ;  e,  ir  4-  1*  *fp£  4-  f  w  ;  inter, 
un  4-  iw-for  4-  rw/tf  4-  ed  or  eo?  4-  ly  ;  fowi  4-  rw^f  4-  cy  ;  ro  ut  ;  a 
e);3  rout  +  ine;  rut.  Huptur(o). 


Helps  for  the  PupiL  —  1  Bankrupt,  one  unable^  pay  his  debts.  At 
Florence,  it  is  said,  the  bankrupt  had  his  bench  (i.e.,  money  table) 
broken  (Webster).  2  Rout,  the  lines  of  the  army  broken.  3  Route, 
broken,  or  cut  through. 

Sal,  from  sal9  sd  Us,  salt. 


;  sal  +  ine  or  «ry  or  ad;  sal(t)+er  or  /sA  or  ness 
or  Zm  or  petr(o)  (see  Lesson  XLIIL). 

From  the  derivative  sa  li  re,  sal  sus,  we  get  sauc+y  or 
i  4-  Zy  or  f  -f  ness  or  er  or  (e)  ;  saus  -f  a^e. 

Sal,  Salt,  (salt,  sili,  sail,  suit,  sault),  from  sa  li  re,  sdl 
to  leap,  rush,  issue  suddenly  forth. 


sal  4-  (mon)  ;  *  s«/i  4-  ent  a  or  ^7i^  4-  ly  / 
4-  ent  or  ewce  ;  as  4-  ««^  /  «5  4-  s«t7  4-  «w^  or  able  ;  de  4-  SM/£  4- 
ory  3  or  ori  4-  ly  or  or/  4-  ness  ;  as  4-  .svf  n?t. 

From  the  derivative  sal  td  re,  sal  td  tus,  we  get  saltat  4- 
ort/  or  ion  ;  ex  4-  ult(  =  ,s#//f  )  ;  4  ea;  4-  «*#  4-  «w^  or  ing  4-  ///  ; 
ex+ultat  +  ion  ;  re  +  suit;  re  -{-suit-}-  ant. 

Helps  for  the  Pupil.  —  !  Salmon,  the  fish  name<l,  porliaps,  from  its 
habits.  2  Salient,  springing  forward,  projecting.  s  Desultory,  leaping 
from  one  thing  to  another,  as  from  horse  to  horse  in  the  ring  ;  incon- 
stant. 4  Exult,  to  leap  for  joy. 


74  II  "/•'/-  AW/,//, 

Sanct,    sancfi.  saiirttt,  saints  IVoin  sand  re  sane  tun,  to 
ordain,  to  make  sacred. 

San  t-t  -\-ion  or  i7//  or  (uni)(L.)  ;   sanrti  -f  ///  or  Ji  +  cr  or 

//Vr/f  •  /V;//  or  //^////  or  iiioni  +  oife1  or  mo/ti  +  ous  +  Ii/  <>r  ///^/ 
+  ous  +  ness;  sam-ttt  -^.-arii  ;  saint;  saint  +  1i/  or  like  or  ed. 

Helps  for  the  Pupil.  —  !  Sanctimonious,  affecting  sanctity. 

Sat,  from  sa  /  />•  .  enough. 

$a*(is)4-/V  °r  f  act  +  ion  or  fact  -\-ory  or  /acf  +  ori+ly  ; 

t(\$)  +fy  or  fact  +  ion. 
From  the  kindred  verb  sa  ^'  «  re,  sa  ^i  «  /M«,  come  *wf  (e)  : 

c?  ;  saf  /  +  a^Zc  ;  M  +  wef  •*  +  a^/e  or  aW  +  y  or  able  +  // 
or  abil  +  ity  ;  sat  iat  -\-ion  or  (e).     From  the  kindred  adj. 
sd  tur,  we  get  satir  +  ist  or  ue  or  ic  +  al  or  (e).1      From  the 
derivative  verb  sat  u  rd  re,  sat  u  rd  tus,  we  get  satur  +  dbU  ; 
saturat  +  ion  or  (e). 


Helps  for  the  Pupil.  —  '  Satire,  originally,  a  dish  filled  with 
ingredients,  a  medley  ;   a  species  of  tint  holding  men  or  things  up  to 
ridicule. 

Sec,  Sect,  (seg,  &ci,  sick),  from  se  cd  re,  sec  tus,  to  cut. 

Sec  -{-ant;  co  +  sec  +  ant;  seg  +  ment;  sci  +  on;  sick  +  le. 
Bi,  dis,  in,  inter,  tri  +  sect;  sect  -{-or  or  ion  or  ion  -f  al  or 
t*0n-f  al  +  ism;  bi,  dis,  inter,  tri,  vivi  +  sect  +  ion. 


LESSON  XXXVIII. 

Sen,  from  se  nex9  old. 

Sen -{-He  or  il  +  ity  or  esc  +  ent  or  i'or  (L.  comp.  ending) 
or  ior  4-  tVy.     Senior  is  written  also  *ire,  *tr,  seignior. 


Advanced  English.  75 

From  the  derivative  noun  se  nd  tus,  we  get  senat  +  or  !  or 
or  +  (\)al  or  or  +  (i)al  +  ly  or  or  +  ship  or  (e). 

Helps  for  the  Pupil.  —  l  Senator,  etymological  ly,  an  old  man. 
Serv,  from  ser  vi  re,  to  serve,  see  first  list,  additional  roots. 

Serv,   Servat,  from  servdre,  ser  vd  tus,  to  save,  protect, 
give  heed  to. 

Con,  ob,  pre,  re  -f  serv(e)  ;  con,  ob,  pre  +  serv  4-  er  ;  ob  -f 
serv  +  able  or  abl  +  y  or  ant  or  ant  +  ly  or  ance  ;  ob,  re, 
un  +  ob,  un  +  re  +  serv  +  ed;  re  +  serv  +  ed  +  ly  or  ed  +  ness; 
re  +  sert;  +  (oir)  (Fr.  )  .  Gon,  ob,  pre,  re  -f  servat  -f  ion  ;  con, 
ob  -h  servat  -f  or  or  orz/  ;  con,  pre  -f  servat  +  ive  ;  con  +  servat 
+  t'sm. 


,  see  Sia  below. 

Son,  Son  i  l  (sonn,  souri),  from  so  >/  </  /v\  son  /  ^//s,  to  sound. 
or  +  ous  or  or  +  ous  +  ly  or  or  -h  ows  4-  ^^^  ;    UHI  + 


son  ;  sonn  +  etl   or  et  +  eer;   soun(d)  (the  rf  excrescent); 
«o  ii  w  (  d  )  +  less  or  t^  ;  r^  +  so  un  (  d  )  .     Sonat  +  (a)  (  L  .  )  . 

From  the  derivatives  of  sonare,  we  get  as,  con,  di*.  re  + 
son  -f-  ant  or  ance  ;  per,9  par  3  +  son  ;  per,  par  -f  son  -h  age  ; 
m  -f  al  or  «/  +  ly  or  «/  +  //y  or  al  +  ty  ;4  im  -{-per  -f-  son 
or  al  -f-  /#  ;  jy^r  +  soni  +fy  or  ^ca^  -f  ion  ;  per  -h  son  at  + 
ion  or  0r  or  (e)  ;  im+per+son€U+  ion  or  (e). 

Helps  for  the  Pupil.  —  :  Sonnet,  a  stanza  of  fourteen  lines.  2  Per- 
son, so  called  from  the  large-mouthed  mask,  worn  by  actors,  through 
which  the  voice  was  made  to  sound  (  personare)  with  increased  reso- 
nance. The  name  then  extended  to  every  one.  The  3  parson  was  the 
chief  person  in  the  parish.  4  Personalty,  movables,  chattels,  as  opposed 
to  real  estate. 


76 

Sort,  from  sorsf  s6rtis9  lot,  class,  order,  share. 

Sort :  sort +  er  or  ance  ;  as,  con,  re -{-sort;  as  +  sort  + 
nt. 

From  the  derivative  sor  ti  a  re,  to  cast  lots,  we  get  sorcer 
+y  *  or  er  or  ess. 

Helps  for  the  Pupil. — *  Sorcery,  divination  by  casting  of  /o/x,  magic. 

Spici,  see  > IM  <  .  *  pi  <• .  first  list. 

Sta,  Stat,  (st,  stet),  from  stare,  status,  to  stand.  Slant, 
the  present  participle  form.  §i§t,  from  sis  te  re,  std  tus,  the 
causal  and  reduplicated  form  of  stare. 

Sta  +  ble*  (bulum)  or  bl  +  ing  ;  con  (from  comes = cum  + 
ire.  to  go,  = count)  +  sta  +  ble;  sta  +  ble  (able)  or  bl+y  or 
ble  +  ness  or  bil  +  ity  or  bl  +  ish  or  mew  or  min  +  (a)  (L.) ;  e-f 
.«?/<*  -f  #?  -f  ish  or  #/  -f  i«A  +  ment ;  o^>  +  sta  4-  c/e  ; a  £0^,  c?i,  /M  *  + 
sta+nt  (=  ant)  or  nt  +  ly;  equi  +  di  +  sta  +  nt ;  circum,4  di, 
in,  sub  b-f  sta  +  nc(=nt)  (e)  ;  con  +  sta  +  nc+y  ;  in  +  sta  +  nt 
+  an  +  (e)ous;  circum,  sub-\-sta  +  nt  +  (i)al  or  nt  +  (i)al+ly 
or  w/  H-  (\)ate  ;  tran  +  ^w^  +  sta  -h  w^  +  ion  or  wtf  +  (i)a/g  ;  sub  -f 
«f  a  +  nt  +  ive  ;  ex-\-ta(= sta)  +  nt ;  sta  4-  ft(za)  (It. )  ;  st  a  -f 
n(c\i)  +  ion;  ar  +  re,  contra,  re'  +  st;  re  +  st  +  ive  or  ive  + 
ness.  Stat(e)  •  e,  in,  re,  re  -f  in  +  stat (e)  ;  stat(z)  +  ly  or  /*'  + 
ness;  stat  +  ion  or  ion  +  ary  or  ion  +  ery  or  ion  +  er"1  or  />/ 
or  ^£  -f  *c  -f  al  or  i's£  +  /C5  or  ist  -f  t'c  +  ian  or  wre  or  e(/  ;  ob  + 
stet  +  rix  or  ric-\-s  or  ric  +  al. 

From  the  derivative  noun  sM£  w  «,  a  standing  image,  we 
get  statu  +  ary  or  £//0  or  ^we  or  (e).  From  the  derivative 
verb  sta  tti  e  re,  sta  tu  tus,  to  set  up,  establish,  we  get  statut 
-{•able  or  abl+y  or  ory  or  (e)  ;  con,  de,  in,  pro,  sub  +  stitut  + 
ion  or  (e) ;  con  +  stitu  +  ent  or  ency  ;  con  +  stitut  +  ion  +  al 
or  ion  +  al  +  ly  or  ion  +  al  +  ist  or  ion  +  al  +  ism  or 
«f if w<  -h  iow  -f  a?  or  i 


Advanced  English.  77 

Sis  te  re,  the  causal  of  stare,  gives  us  as,  con,  de,  in,  per, 
re,  sub  +  sist;  as,  re  +  sist  +  ance  ;  as  +  sist  +  ant;  con,  in, 
i  n  +  con,  per,  sub  +  sist +  ent  or  ence  ;  con,  in  +  con  +  sist  -f 
ency  ;  re,  ir  -\-re  +  sist  -f  Me  or  ibl  4-  y  or  i  W/  +  tVy  or  ible  + 
ness  or  less  or  less  +  ness  ;  ex  +  ist(=sist)  ;8  ££  +  to£  +  0ftl  or 
eraee;  super  +  st  it  i  +  on 9  or  0^s  or  ous-\-ly  ;  art/ti  (<tnna, 
arms),  sol 10  (sol,  solis,  the  sun)-hs£ic(e). 

Helps  for  the  Pupil. — l  Stable,  a  building  for  animals.  2  Obstacle, 
literally,  something  standing  in  the  way.  3  Instant,  standing  near,  at 
the  heels  of,  pressing,  urgent.  4  Circumstance,  literally,  standing 
around.  &  Substance,  that  standing  under,  and  embodying,  its  qualities. 
9  Rest,  that  which  stands,  or  is  left,  over.  7  Stationer,  originally  one 
who  had  a  station  or  stand  for  the  sale  of  books.  8  Exist,  to  stand  out, 
to  arise,  /o  6e.  9  Superstition,  a  standing  over  or  by  a  thing  as  in  dread 
or  wonder,  hence  excessiveness  in  worship  or  belief.  10  Solstice,  the  point 
in  the  ecliptic  where  the  sw/i  seems  /o  s/arcd  «li72  in  its  northward  or 
southward  motion. 

LESSOR  XXXIX. 

Sl  el  I,  from  stel  la,  a  star. 

Stell  +  ar  or  ul  +  ar. 

From  the  derivative  vb.  stel  Id  re,  stel  Id  tus,  and  n.  stel  Id- 
tio,  we  have  stellat  +  ed  or  (e)  ;  con  +  stellcti  +  ion. 

String,  Strict,  Strictur,  (strain,  straint,  strait,  stress), 
from  strin  ge  re,  stric  tus,  to  bind,  draw  tight,  filter. 

String  +  ent  or  ent  +  ly  or  ency  ;  a + storing + wit  or  ency  ; 
strain;  strain +  er;  con,  di,  re  +  strain;  con,  re  +  *t>-<iin 
+  able;  con  +  strain +  ed  or  ed+ly.  Strict:  #tri<'t  +  ly  or 
ness;  di,  re  +  strict ;  con  -f  strict  -f  ion  or  or;  re  +  strict  + 
ion  or  i'#6  or  ive  +  /y  or  0<#  ;  ww  4-  rp  4-  strict  +  ^  ;  con,  di,  re 
+  straint;  strait;  strait  +  en  or  ly  or  wess;  strait  +  x; 
di  -f  stress  ;  di  -f  stress  +ful  or  y*wZ  -f  Zy  or  iw^.  Strictur(v) . 


78 

Su  or  Sui,  from  su  i,  of  one's  self. 


Sui+cid(cwdere,  to  slay)  +  tf/  or  <-i<l  +  al  +  ly  or  cfrl(e). 

Miaul,  Suas  from  #•*/«</  ^  /v,  suti  sus,  to  advise,  exhort. 

y^/.s',  jper-l-sfearf(e)  ;  rf/s,  per  +  suacl  +  er  or  erf.  SHUS  + 
ton  or  iw  or  ive  +  ly  ;  dis,  per  +  anus  +  ion  or  tw  or  ive  +  ly 
or  ive  +  ness. 

From  the  kindred  adj.  sudvis  we  have  *uaf(e)  ; 


^u  i1-  .  see  Reg,  Rect9  aboye. 

Taill  or  Tail,  (tall),  from  tailler  (Fr.),  to  cut. 

T<ti/  +  or  or  or  +  ing;  de,  en,  re  -{-tail;  de  +  tail  +  s;  en 


;  tall  +  y.1 

Helps  for  the  Pupil.  —  How  was  the  *  tally  originally  kept? 

I  :  i  ii  ^  .  see  Tact,  first  list. 
Teg,  Tcct,  from  teg  e  re,  tec  tn*9  to  cover. 

Teg(u)  +  ment;  in  +  teg(\\)+ment  or  ment  +  ary.  De, 
pro  +  1  ect  ;  de  +  1  ect  +  tow  or  ive  or  or  or  er  ;  pro  +  frrf  +  ion 
or  ion  +  ist  or  tve  or  ive  +  ly  or  or  or  or  +  al  or  or  +  ate  or  or 
4-  *A*p  or  r  -f  c««  /  w  w  H-  joro  +  tect  -f  erf. 

From  the  diminutive  noun  teg  u  la  we  get  til(e)  ;  til  +  ing 
or 


Tckmp«»r9  (temp,  tens),  from  tern  pus,  tew  j>or  /s,  time. 

Ti-nipor  +  al  or  al  +  ly  or  al  +  ity  or  rr///  or  ari  +  ly  or  art 
-\-ness  or  /2»orf«  +  er;  cora-f  tenipoi'  +  ary  or  a^  +  (e)o//«; 
ex  +  f<'tn  /><»•({')  l  oran  +  (e)ous  or  fog;  t<-ntj>  +  le;~  /r//s(c). 

From  thr  derivative  noun  /OH  /trx  tas,  tempcx  t<i  ti*.  we 
get  tempest;*  tempe8t(\\)  +  dus  or  ous  +  ly  or  ous  +  ness. 


Advanced  English.  79 

From  the  kindred  verb  tempe  rd  re,  tempo  rd  tus,  to  mode- 
rate, qualify,  we  get  temper  ;  at,  dis  +  temper;  tempera 
-\-nce  or  ment;  tamper;  temperat(v),  temper  at(p)  +  ty 
or  ness  ;  in  4  temper  a  4-  nee  ;  in  4-  temper  at  (e)  ;  in  +  tem- 
perat(e)  +  ly  or  ness  ;  temper  at  ur(e). 

Helps  for  the  Pupil.  —  1  Extempore,  without  time  taken  for  prepara- 
tion. 2  Temple,  the  flat  portion  of  either  side  of  the  head  above  the 
cheek-bone.  3  Tempest,  bad  time  or  weather,  a  storm. 

LESSOR  XL. 

Tend,  Tens,  or  Tent,  from  ten  de  re,  ten  SMS,  or  ten  tus,  to 
stretch,  strive,  try. 

Tend;1  at,  con,  dis,  ex,  in,  por,*  pre,  pro,  sub,  super  + 
in  +  tend;  tend  -{-on  or  ency  ;  at  4-  tend  4-  ant  or  ance  ; 
t<>nd  +  er  ;  pre  +  tend  +  er  ;*  in  +  tend  +  ed  or  ant  or  ment; 
super  +  in  4-  tend  4  ent  or  ence.  Tens(e)  ;  tens  4-  ion  or  He  ; 
in,  pre  4-  tens(e)  ;  dis,  ex  4-  fens  4-  ion  ;  ex  4-  fens  4-  we  or  i 
+  ly  or  fve  -f  Hess  or  ible  or  ifo7  4-  ity  ;  in  +  fens  4-  ive  or  t 
ly  or  i%  or  (i)/*/  or  (i)ficat  +  ion.  Tent  ;4  ^OH,  #E, 
+  fenf  ;  at,  con,  in,  in  +  at  +  tent  +  ion  ;  at,  in  +at  +  tent  4- 
ive  or  ive  4-  ly. 

From  the  derivatives  os  ten  de  re,  ostensus,  and  os  ten- 
tit  re,  os  ten  td  tus,  to  show,  exhibit,  display,  we  have  os  +  tens 
+  ible  or  ibl  +  y  ;  os  +  tentat  +  ion  or  (i)0?/s  or  (i)oits  +  ly  or 
(i)ous  +  ness. 

Helps    for    the    Pupil.—1  Tend,    stretches  toward.      *  Portend,   to 
stretch  out  fn  wards,  to  point  to.     3  Pretender,  one  who  stretches,  or  lays, 
to  «<;/irt#  is  ?io£  Ais.     4  Ten^,  canvas  stretched  out  with  ropes. 


Test,  (testi),  from  fe"s  fis,  a  witness,  one  who  attests. 
Testi+fy  or  fi+er  or  mow^/  or  moni  +  al. 


80  \\nnl-rnnltli, 

From  the  derivative  tes  tu  ri.  /Vx  /d  ///.<?,  to  depose,  to  make 
one's  last  will,  we  have  ti'stft  +  ment  or  ment  +  ary  ;  test  at  + 
or  or  r  +  ix;  in  +  t<-st<it(e)  ;  at,  con,  de,  pro  +  test;  con  + 
t<  sf  4-  able  ;  de  +  test  +  able  or  abl  +  y  or  rt&fc  +  >^ss  ;  joro 
+  ant  or  ant  -{-ism  or  er;  #£,  ote,    ro  +  t<-stut     ion. 


Tori,  Tortur,  (tor,  tors,tortu),  from  tor  quere,  tor  f  its,  to 
turn,  wre§t,  fovist. 

Torf  ;  '  con,  dis  ex,  re  a  +  tort  ;  con,  d  is  -f  tort  -f  ion  ;  ex  + 
toft  +  ion  or  t'ow  -f  «r  or  ion  +  #ry  or  ion  -f  ate  ;  ^o/^  +  (oise)  ;  3 
tor  -f  ment  or  m^w^  +  or  or  /w0ft£  +  m^  +  ly  ;  tors  -h  ion  ;  tort  u 
+  ous  or  ous  +  ly  or  ous  +  ness  oros  +  ity.  Tort  ttr  +  able  or 
0r  or  (e).4 

Helps  for  the  Pupil.  —  >  7Tor/,  a  wrongful  act,  twisted  from  the  r*#M. 
2  Retort,  a  censure  returned  ;  a  twisted,  or  6e?i/,  taie.  3  Tortoise,  nuiurd 
from  its  bent  feet.  4  Torture,  writhing  pain. 


Trail,  Tract,  (trac,  trail,  train,  tray,  trait),  from  /ivf  he- 
re, trdc  tus,  to  draw. 


Sub  +  /•*•«/«•  4-  end.  1  Tract  ;  2  fracf  4-  ^7e  or  i7  4-  it  if  <  >r  /^  //  : 
abs,  at,  con,  de,  dis,  ex,  pro,  sub  +  tract  ;  abs,  at,  con,  de, 
dis,  ex,  pro,  sub  +  tract  +  ion  ;  con,  de,  ex,  pro  +  tract  +  or  ; 
at  4  tract  +  able  or  abil  +  ity  or  ive  or  ive  +  ly  or  ive  +  ness  ; 
fib*,  dis,  pro  4-  fraetf  4  ed  or  «rf  4-  /y  ;  con  4-  ^/§wcf  4-  0c?  or  r^/  /// 
or  ed  +  ness  or  t'#Z0  or  ible  +  ness  or  ibil  +  ity  or  He  or  //  i  ////  ; 
tr«c  +  er  or  m^  or  ery  or  (e)  ;  trac(e)  +  able  ;  trail  ;  train  ; 
train  +  er;  por  +  tray;  trait;  por  +  trait;  por  +  trait  + 
ure. 

From  the  frequentative  trac  tare,  tract  a  tus,  to  handle, 
manage,  we  get  tract;3  trftrftt  +ble  or  W-f//  or  hie  +  ness  or 
or  r  +  ian  ;  re  +  tract  ;4  re  +  tract  4-  ion  or  ive  or 


Advanced  English.  81 

He  ;  tractat(e)  ;  re  +  tractat  +  ion  ;  treat  ;  treat  +  y  or  ise  or 
ment  ;  en  +  treat;  en  4-  treat  +  y. 

Helps  for  the  Pupil.  —  From  what  is  the  1  subtrahend  to  be  drawn, 
or  taken  ?  2  Tract,  a  region  drawn  or  traced  ;  3  tract,  a  short  treatise. 
4  Retract,  to  handle  again,  to  withdraw. 


Trit,  (£H),  from  ter  ere,  tritus,  to  wear,  rub,  waste. 

Trit(e)  ;  '  trit(e)  +  fo/  or  wess  ;  #m  -f-  trit(c)  ;  2  cow  -f  trU(e) 
+  ly;  at,  con,  de  +  trU  +  ion;  de  +  trit  +  (uB)  (L.)  ;  de  +  fri 
+  ment  or  ment  +  al. 

From  the  derivatives  ^ri'#  w  Z«  tfws  and  /n7  w  r^  ^ws,  perfect 
participles  of  ^r«i  w  Zrf  re  and  ^r//  u  rd  re,  we  get  tribnlat 
;  3  triturat  +  tow  4  or  (e)  . 


Helps  for  the  Pupil.  —  !  7Vt7e,  W;O/*AI  out  by  use,  hackneyed.  2  Con- 
trite, thoroughly  rubbed,  bruised  ;  hence  penitent.  3  Tribulation,  an 
affliction  or  providence  sent  to  thresh  and  to  separate  the  corn  from  the 
cAajf  of  our  natures,  as  the  tribulum  was  used  in  reo£  threshing.  * 
uration,  reducing  to  grains  or 


LESSOR  XLI. 

Trud,  Trus,  from  trn  dere,  trn  stts,  to  thrust,  push. 

De,  ex,  in,  ob,  pro  +  trud(e);  in,  ob  +  trud+er.     De,  ex, 

in,  ob,  pro  +  1  rus  +  ion  ;  in,  ob,  in  +  ob  +  trtis  4-  ive  or  ive  +  /# 
or  ive  +  ness  ;  abs  -f  trus(e)  ;  «#s  -f  trns(e)  l  +  ly  or 


Helps  for  the  Pupil.  —  *  Abstruse,   the  meaning  thrust  aside,  con- 
cealed. 


IJnd,   I  'M  Ha  l,  from  mi.  r?</  re,  ww  da  fun  (from  tinda,  wax  . 
to  surge,  swell. 


,  super  +  ab  +  iui<1  +  ant  or  ant  +  ly  or  ancej  ab, 
)  super  +  ab-r  (o)imtl.     /^  -f  undat  +  i'ow  or  (e). 


Word-Building. 

From  unduldtus,  p.p.  <»f  un  <ln  l'i  n\  a  tlcrivutivr  from 
undii  l<t.  a  little  wave,  we  get  i<n<lul«t+  iun  <»r  ory  or  (c). 


Yacl,  Yas,  from  r<id  e  re,  vd  sun,  to  go,  rush. 

J£,  in,  per  +  ra<l(u):  in  •  r<«1  +  er.    E,  in,  per  +  vas 4-  ion 
or  ive  or  we  -f  Zy  ;  e,  per  4  t»a«  4-  ive  4  ne&#. 

Val,  (valu,  r<ri/).  from  vale  re,  to  bo  strong,  to  bo  of  worth. 

J  <//  4  zW  or  fd  4-  /%  or  id  +  /^  or  o;*  or  or  4-  0ws  or  or  +  0ws  4 

Zy  or  (i)ant  or  (i)aw^  +  ly  or  (i)rm£  4  w^5  or  ent  4-  twe  ; 

4tW  or  id  +  ity  or  id -{-ism  or  id  +  at  +  ion  or  id  +  ate  ; 

pre  4-  r«J  4-  «w^  or  e?i^  4  Z^  or  e/ice  :  val(e)  4-  ^icf  4-  ory  or 

4-  fow  or  tud  +  (in)  4  ar  4-  taw   or   ^w^  4-  (in)  4-  ar  -f  ian 

or  /Wfl?  4-  (in)  4  ary  ;  con  + 1*«£  4  65C  +  ent  or  0S£  4-  ence  or  r.sr 

(e) ;  valw  4-  a^>/e  or  a^  4  ion  or  a/  4  or  or  (e)  ;  ww6?er  4  vala(o) ; 

t»  4  vain  4-  a  We  ;  a^  j0r0'4-  ^at7  ;  a  4-  v«*^  4-  able  or  ##/  4-  y  or 

dbil 4  tVy  ;  un  +  a  +  vail  +  m^  or  able. 

Ven,   Vent,  Veiitur,  (veni,  venu,  ventu),  from  ^»e  tti  re, 
ven  tus,  to  come. 

Con,  contra,  inter,  super +  ven(s)  ;  co+ven+#niorant+ 

er;  con  +  veni  +  ent1  or  ent  +  ly  or  ewc6;  vcitte(e) ;  a,  re  + 

venu(e).     Ad,  circum,  con,  e,*  in,  pre  +  vent;  con,  contra. 

in,  inter,  pre3  f  rent  4  ion  ;  in,  pre  4  vent  4  ive  ;   in  4  rent 

4-  or  or  ory  ;  e  4-  I^M£  -f/wZ ;  cow  4-  t>en£  4  ion  4-  #Z  or  ?'ow  4  a^ 

-f?y   or  ion+al  +  ism   or   ion+al  +  ity  or  (i)c/e;  eow,  <?4- 

ventu+al;  e  + ventu +  al  +  ly.      Venfui'(e)  ;*  ad,mis  +  ad, 

per  +  ad  4  venfwr(e)  ;  ventnr  +  ous  4-  Zy  ;  r<'ttttii'(e)  +some  ; 

ad  +  ventur  +  ous  orous  +  ness  or  er. 

Helps  for  the  Pupil. — '  Convenient,  coming  togef/n-r  ;  IK-IK-C  miiluhh'. 
2  Event,  wh&t  comes  out,  result.     *  Prevention,  literally.  m/nini/  <t lira*/  ,• 
imliTiuir.  thwarting.     4  IV//////V.  an  undcrlaking  wh<»>t.-  i>su«-  <»r 
i-  t  ui  un-  and  can  wo^  be  foreseen. 


83 


LESSOK  XLII. 
Vert,  Ver§,  (versi),  from  ver  te  re,  ver  sus,  to  turn. 

Fer£-f  (ex)  (L.)  or  (igo)  or  ic  +  al  or  ic  +  al  +  ly  ;  a,  ad, 
(tnhn  +  ad,  con,  contro,  di,  in,  per,  re,  retro,  sub  +  verf  ; 
ad  +  vert  +  ise  or  ise  +  ment  or  is  +  er;  in  -f  ad  4-  vert  4-  ent 
or  ent  +  ly  or  ence  ;  con  +  vert  -f  ible  or  ibl  +  y  or  ibil  +  ity. 
Vers(e)  ;  vers  +  ion;  a,  ad,  di,  in,  ob,  per,  re,  trans,  tra, 
uni+vers(Q)  ;  a,  anim  +  ad,  con,  di,  in,  per,  re,  retro,  sub 
+  vers  +  ion;  ad  +  vers  +  ary  or  ity  ;  anni  +  vers  +  ary  ; 
contro  +  vers  +  y  ;  con,  di,  per,  trans  +  vers(o)  +  ly  ;  re  + 
vers  -f  al  or  ion  4-  ary  ;  uni  +  vers  +  al  or  al  -f  ist  or  al  -f  ity 
or  zYy;  versi+fy  or  fi  +  er  or  flcat  +  ion;  di  +  versi+fy 
or  lYy  ;  control  versi  +  al  or  al  +  ly  or  al  +  ist. 

From  the  frequentative  ver  sari,  versdtus,  we  have 
£0ft  4-  ve^s  4-  fl^£  or  (e)  ;  ver  sat  +  t'fe  or  t7  4-  i7y  ;  cow  4-  ver  sat 
-{-ion  or  ion  +  al  or  ion  +  al  +  ist;  tergi(tergum,  back)  4- 
versat  +  fc'0/&. 


Vi,  (voy),  from  v*  a,  way. 

Zte,  o^  im+per  +  vi  +  ous  or  ous  +  ly  or  ous  +  ness  ;  tri+ 
vi  +  al1  or  al  +  ly  or  al  +  ity  ;  vi(&)+duct  ;  coy  +  age  or  a</ 


From  the  derivative  vb.  via  re,  vidtus,  Ave  get  con  +  vey  ;* 
con  +  vey  +  ance  or  anc  +  er;  con,  en  +  voy;  de+riat  +  i 
or  (e)  ; 


Helps  for  the  Pupil.  —  '  Trivial  —  of  what  character  would  be  the 
conversation  of  people  meeting  at  the  junction  of  (three)  ways  f  *  Con- 
vey, to  bring  along  the  way. 


\  'if,  (vis),  from  vi-cis,  turn,  change,  stead  ;  ablative  r;i*o,  vice, 
in  place  of. 

or  ar  +  age  or  ar-h(i)«Z  or  «r+  (i)0ws  or 
ri<-(  (>)  +  roi/  or  r<'<j  +  al  m  ger  +  ent  or 
+  ent   or   pre  +  sid  +  ency  ;    vis  +  count   (comes  =  cum  +  ire, 
to  go  with). 


Volv,  Voim,  (ro^f,  vo/f),  from  v6lverc,  rolritus,  to  roll, 
turn  around. 


Circum,  con,  de,  e,  in,  r0  +  ro/r(e)  ; 
t»,  re  +  rolut  +  ion;  e,  re  +  roliit  +  ion  +  ist  or  ion  +  ary  ; 
rofn  +  mel  (=men)  or  min  -{-  ous  or  min  +  ous  +  ly  or  ble  or 
U+y  or  bil  +  ity  ;  re  +  volt  ;  re  +  volt  +  er  or  i^  or  ing  +  ty. 


Helps  for  the  Pupil.  —  What  do  you  infer  from  the  fact  that  the 
first  J  volumes  were  rolls  ? 

Vot,  (vow,  vout),  from  vov6re,  vdtus,  to  wish,  to  promise 
solemnly,  to  dedicate* 

Vow;  a,  dis  +  a  +  vow;  a,  dis  +  a  +  vow  +  al.  Vot(e)  ; 
vo#  +  0r  or  iV0  or  ive  +  ty  or  #r#  or  ar  +  ist  or  ar  +  ess  or 
r  +  ess  ;  de  +  vot(e)  ;  rfe  +  vof-h^  or  ed  +  ly  or  ed  +  ness  or 
ion  or  ion  +  al  or  ee;  de  +  vout;  de  +  voiit  +  ly. 

Helps  for  the  Pupil.  —  What  does  a  J  vote  express  ? 


GEEEK   ROOTS. 
LESSON  XLIII. 

Arch,  (arche,  archt),  from  drchein,  to  be  first ;  arche,  be- 
ginning, rule,  chief. 

Mon,  patri  (pater,  father),  tetr(tetra,  four)  -f  arch;  an, 
kept  (hepta,  seven),  hier  (hieros,  sacred),  mon,  olig(oligos, 


A  <  In  inert  I 


few)  -f  arch  +  y  ;  mon,  olig  4-  arch  4-  ic  4-  0Z  ;  patri  4-  «refc 
+  aZ;  arch  +  ive  +  s  ;  arch+duk(o)  or  duch+y  or  deacon 
or  angel;  arche  +  typ(e)  or  typ-Val;  archi  +  tect  (tekton, 
workman)  or/ec^4Z4/*0  or  totf-l-w40£  m  epi  -\-scop  +  al  or 
pelago  (sea)  or  trave  (irate,  beam). 

Cycl,  (cyclo),  from  cyciun,    (*k.  kuklos,  circle,  cycle,  round  of 
events. 

Cycl  -f-  /c  or  ic  4-  al  ;  en  4-  cycl  +  ic  +  al  ;  cycl  +  ops  (eye)  ; 
epi,  tri,  bi  +  cycl(o)  ;  cyclo  +  ne;  cyclo  +  pedia  (paideia, 
instruction);  en  +  cyclo  +  pedisi  ;  cyclo  +  id  or  id  +  al. 

Hor,  (horOf  hour),  from  hora,  hour,  season. 

Hor  +  al  or  ary  ;  horo  +  scop(e)  or  scop  +  ic  or  scop  +  ic 
+  al  or  log(e)  or  log+y  OTlog+ic+al  ;  hour;  hour  +  ly 

or  glass  or  plate. 

Pan,  (jxmto),  from  pan,  pantos,  all,  whole. 

Pan  +  the(theos,  Qod)+ism  or  the  +  isi  or  ihe  +  isi  +  ic  or 
4-  0^  ;  J?>«H  4-  egyr  4-  ic  or  egyr  4-  is£  or  egyr  4-  tc  4-  «  J  or  egyr 
;  i>aw4-oply  (o/?to,  armor);  ^>aH  +  acea  (aios,  cure); 
jpan  -f  demon!  -f  um  ;  pan  4-  dect  4-  5  ;  ^a?i  -f  orama  (sight)  or 
oram+ic  or  creas  (flesh);  pant  o  +  mim  (imitate)  4-  (e)  or 
mim  4-  ic  or  mim  4-  w^. 

Petr,  (petri),  from  petra,  rock. 

JPe«(e)r;  jpefr4-^1  or  oleum9  (oil);  0o£(t)  4-l»efov(e)  ; 
pefri  +fy  or  ^  4  er  or  /ac*f  4-  ion  or  fact  4-  ive  or  ficat  4-  ion. 

Helps  for  the  Pupil.  —  lPetrel,  the  name  given  to  the  bird  from  its 
supposed  ability  to  walk  on  the  sea,  like  St.  Peter.  *  Petroleum,  called 
rocA;  oi7  at  first. 


86  \\nnl- 

1  Mi  on.  (phono),  from  P/HHH'-.  sound. 

riinn  -if  or  ics;  anti  +  phon;  (tuti  +  phon  +  y  ;  eu  + 
phon+y  or  ic  or  ic  +  al  or  (i)ous  or  (\)ous  +  ly  ;  sym  + 
p/ton  +  i/in-  ist  or  (i)ous  or  (i)ous+ly;  phon+tt+ioorei 
+  ic  +  al  or  e£  -f  tc  +  al  +  ly  or  ^  -f  ics  or  Ics  ;  y>//  o/*  <>  4-  </raj>/i 
or  graph  +  er  or  graph  +  ic  or  yr«j>/t  +  ic  +  al  or  loy  +  y  ur 


Pliy§i9  (physio),  from  phtisis,  nature. 

I'/i  i/si  +c(=ic)  or  e  +  a?  or  c-f  al  +  ly  or  c  +  ian  or 
or  es;   meta+pkysi+cs  or  c  +  a?  or  c  +  al  +  ly  or 
y>//  //>•  /  o  +  /ogr  4-  y  or  Jo</  +  ic  +  a?   or   Jogr  +  ic  +  al  +  ly  or 
or  gnom(gnomon,  interpreter)  +y  or  gnom  +  ist. 


Scop,  (scept),  from  skopbs,  a  watcher,  a  spy. 

Scop(e)  ;  epi  +  scop  +  acy  or  «?  or  al  +  ian  or  tfte;  (from 
ej»/5  co  pus  comes  the  A.-S.  bi  +  shoj),  and  from  this,  bi  +  shop 
+  ric  ;  arch  +  bi  +  shop  ;  arch  +  bi  +  shop  +  ric)  ;  Tcal(  /  v/  A/>-  , 
beautiful)  4-  eido  (eidos,torni),  micro  (mikros,  small),  stetho 
(stethos,  breast),  stereo(stereos,  solid)  -f  scop(e)  ;  micro  + 
scop  +  ic  or  ic  +  al  ;  scept  +  ic  or  ic  +  al  or  ic  +  ism. 

ANGLO-SAXON   KOOTS. 
LESSON    XLIV. 

Bear,  bier,  bar,  bur,  from  beran,  to  carry, 

Bear;  bear  +  able  or  er  or  ing  ;  for,  over  +  bear  ;  for, 
over  +  bear  +  ing  ;  for  +  bear  +  ance  ;  bier  ;  '  bar(r)  +  ow  ;  3 
bur  +  d  +  en  or  d  +  en  +  some. 

Helps  for  the  Pupil.—  What  is  borne  on  a  ^ier?  What  on  a 
8  barrow  ? 


Adr<t  I/en/    I'l 

Bit,  bull,  from  htfrtti.  to  lute, 

Hit  ;  bit(v)  ;  bit  +  cr  or  iny  ;  bit(i)+er  or  er  +  ly  or  er  + 
ness  or  er  +  s  or  0r-hs\viri  :  bait. 

Briii,  brim,  bran.  hruii,  brown,  burn,  from  brinnan  or 
by  man,  to  be  on  flre,  to  burn. 

Brin  +  d  +  ed  or  d  +  le  +  dor  y  or  (e)  ;  brim  +  stone;  frrrm 
H-o?  or  c^  +  0^1  or  d  +  y;  bran  (bran  -f  d)  -f  new  ;  2  brun  +  t* 
or  0^0;  brown;4  broivn  +  ish;  bruin;  burn;  burn  +  er 

or  i5/i  or  iV*  +  ^r  or  t  or  e<tf. 


Helps  for  the  Pupil.  —  :  Branded,  by  burning.  -  Bran  new,  fresh  as 
a  burning  brand.  *  Brunt,  tLe  place  in  battle  where  the  fight  rages 
hottest.  4  Brown,  a  &ttrol  color. 

Far,  fer,  f€>r,  from  faran,  to  go  travel. 

.FYfcr(e)  ;  far(e)  +  well  ;  field^  thorough  (through),  wel  -f 
far(d)  ;  fer  +  ry  or  r^/4-nian  or  r?/-f  boat  ;  for  +  d  or 


Grav,  grov,  grf»ov,  from  grafan,  to  dig,  to  cut, 


;  f/ntr  +  rr  or  r//  or    ////;  e^  +  grrav  +  er  or 
(e)  ;  (/rov(e)  ;  f/rooi<(e). 

Hal,  hail,  lieal,  hoi,  (\v)hol,  from  7m/,  sound. 

Hal(e)  ;    /^^/(IJ  +  o^1  or  otr  +  nut*  or  o/r  +  e'en  ;   i 
wees,  be)  -h  sail(=hal)  ;  hail  ;  heal  +  //^  or  M  4-  //  or  ///  -f  i  + 
///  or  ^A  +  /  +  /aess  or  //^  +  /'^/  or  ///  +/«/  +  ly  or  //*  +ful+  n< 
*  or  /+>/^'-s-  or  /+///  or  /  +  day  or 
=/tol  +  *  +  but)  ;  (w)lw^(e)  ;  ( 
or  sowe  +  wes^  or  so/ne  H-  ///  or  sale. 

Helps  for  the  Pupil.  —  1  Hallow,  to  make  •  holy  ;  that  is,  spiritually 
sound.     3  Halibut,  a  ^/i  eaten  on  holidays. 


*liear,  sliar,  »hor,  *hir,  *li«-r,  scor,  from  scent  H,  to  cut, 


or  r/*  or 
afcar(e)  +  holder  :  plow+«Aar(e)  :  ' 

shir(v)  :'  >•///>(<•)  i-  t<.\vn  :  s/tcr(=shir)  +  itT(  —  reeve)  ; 
s/tcr  +  d;  «cor(e).3 


Helps  for  the  Pupil.  —  A  l  />/o  //•*•//  f//v  r^//x  <>IT  the  .sV/Vv  <-;illr«l  furrmr. 
9  Shirt,  tlu-  old  Knirlish  <li  vision  of  land,  wow  a  f  vunty.  ^  Score  —  to 
mark  twenty,  a  dee/?  notch  was  cw/. 


Shoot,  shot,  scot,  §hcct,  shut,  from  scrotim,  to  throw. 

Shoot  ;  slioot  +  er  or  t^;  off  +  shoof  ;  shot  ;  .sy-o^  +  frce  ;* 
8/i^fY  +  /////  or  anchor  or  lightning  ;  shut  ;  shut(t)  +  er  or  le 
or  7e  4-  cock. 

Helps  for  the  Pupil.—  *  Scot  free,  exempt  from  paying  or  shooting 
something  into  the  general  fund. 

Stick,  §tak,  steak,  stock,   stuck,   stitch,   from  stician, 
to  cling,  adhere  ;  and  a  probable  stecan,  to  pierce,  stab. 

Stick;1  stick  f  //  or  i  +  nesx  ;  t*tftk(e)  ;  8tr<tk;'  stock;* 
stock  +  y  or  ish  or  still  or  yard  or  jobber  or  holder  or.broker 
or  dove  or  exchange  ;  stock-}-  s  ;  *  stuck  ;  stitch  ;  stitch  4-  ///// 
or  er. 

Helps  for  the  Pupil.—  lStick=  to  cleave=to  stabrra  branch.  >S7/7//r. 
meat  on  the  end  of  a  stick  to  be  cooked.  3  8tock=p&rt  of  a  gun—  c;ij»i- 
tal=public  funds=stump  of  ?i  tree  =  family.  4  Stocks,  for  the  feet,  for 

th<-  building  <>!'  >liij». 

Tro\v,  tro,  tru,  from  trtowe,  true. 

Trow;  tro  +  th  or  tt-f  plight;  be  +  tro  +  th  or  tli 
tru(e);  tru  +  ly  or  is/ft  or  th+ful  or  th+ful  +  ly  or  tf// 

or  ^  or  ^4-er  or  ^-j-ee  or  st+ful  or  st+ful  +  ly  or 


Adoanccd  Enylish.  89 

st  +f  til  +  nets  or  */-h//  or  xt  +  i  +  ly  or  st  +  i  +  >*e.s.s-  or  st  -f 
worth  +  //  ;  w/5  4-  ^rw  +  st  or  s£  +ful. 


ivis,  from  witan,  to  know* 

;  to  wit  ;  wit  +  less  or  less  -{-ness  or 
or  /  +  fy  or  i  +  ness  or  i  +  c  +  ism;  wis(e)  ;  wis(e)+ty  ;  wis 


I'- 


LATIN    PREFIXES. 


<tb  (d,  abs) 

1'roMi.       away 

(In  (duo) 

=  twc. 

from. 

ex  (a,  e,  ec,  ef, 

*  (t  d  (a,  ac,  af, 

<  >  . 

=  out  of,  from. 

ag,  (it,    (tin. 

extr(t 

=  beyMiid,  with. 

(in,  dp,  ar, 

out. 

(IS,  (it) 

to,  against. 

in     (en,    i,    il, 

ainbi       (amb, 

iin,  ir) 

=  not. 

din,  an  > 

around,  on  all 

in     (  (tin,    <///, 

sides. 

em,   en,    //, 

ante  (an) 

before. 

iin,  ir) 

—  in,    into,    <>n. 

bene 

well. 

upon. 

bi  (bin,  bis 

two,  twice. 

inter     (enter. 

circuui  (circu)  — 

abound, 

Intel} 

=  anioni:.     be  - 

around. 

bweeo, 

contra      (con- 

infro 

=  within. 

fro,       coun- 

jn.rfd 

=  near  to. 

ter) 

again>t  . 

in  (i  fe  (mat) 

=  badly,      evil, 

(tint    (co,    col, 

or  ill 

com,       con. 

ne,   noc  (  =  no 

cor,  cotm 

w  i  t  h,        to- 

+   (pie,    IIC(/) 

=  not. 

gether,    or 

non   (  =    nc   + 

adds  I'uivr. 

nnn  in) 

=  not.  DM!  one. 

de 

away.     down. 

ob    (<>,    (H  ',    of. 

fro  lit  .     Mi- 

op,  os,  o  h  > 

=  against,  upon. 

adds  fuivr. 

pen  (IHPIH-) 

Almost 

di»    (de,  deft, 

per  (/Kir,  pel  * 

</*,  dij' 

apart.  not,op- 

pi/\ 

through. 

po-ih-  act. 

post 

•er. 

*  For  the    sak«-    of 

euphony    the    luM     letter   of    the 

pivtix  i-  often 

Changed  to  the  fir- 1  l«-t.t«-r  ol'tln-  root,  or  i- dropped. 


Prefixes. 


91 


pre                      =  before. 

sub  (sou,  sue, 

prefer                 —  past,  beyond. 

*uf,         sug, 

pro         (prod, 

stun,       sup, 

prof,       pol, 

sitt;  sits)         =  under,    from 

por,       pur, 

below. 

prn)                  =  f  o  r  ,     forth, 

siibtrr                  =  under. 

forwards. 

super  (sur)        =  over,     above, 

re  (red)               =  again,    back, 

beyond. 

against,  or 

trans      (tran, 

opposite 

tra,  tres)         =  b  e  y  o  n  d  , 

act. 

across, 

retro                    =  backward. 

through. 

se  (sed)                =  away,  from. 

t  ri  (tre)                —  three,  thrice. 

semi                     —  half. 

ultra                    —  beyond. 

sine                     =  without. 

vice  (vis)             =  in  place  of. 

ANGLO-SAXON,   OR    ENGLISH,   PREFIXES. 

a              —  at,  in.  on,  or  adds  force. 

mis               —  wrong,  wrongly. 

after      -  behind. 

never          =  not  ever. 

all  (al)  —  wholly. 

off                 =  from. 

be            =  to  make,  cause,  by. 

out                =  beyond. 

for          =  against,    not,  or  adds 

over             =  above,  in  excess. 

force. 

to                  =  at,  the.  this. 

fore        =  before,  in  front. 

un                  —  not,  oppOMtc  art  in 

fort  It       -  forward. 

verbs. 

full         =  completely. 

under         —  beneath. 

f/ftiti         .--  against. 

tre//  (tvel)   —  rightly. 

in  (im)  =  in,  into,  within  ;  some- 

with            =  against,       from. 

times,  intensive. 

hack. 

GREEK    PREFIXES. 

atnphi           =  on  both  sides. 

apo  (ap)         -  from. 

ft  n  (a)            =  not. 

fftttt  (vat)      =  down. 

<  t  it  a                =  a  g  a  i  n  ,      back, 

tit  (d  is)            —  twice,  two. 

through. 

<Hd  «/}}           —  through. 

anti  (ant)     =  against. 

dt/s                   =  bad,  ill. 

92 


WonJ-I>  ii  Hill  tifi. 


ec  (ex) 
en  (tni  i 
epi  (ep) 
eu  (<  /• 
lie  mi 


met  a  (met) 


from,  out  of, 

mono  (moil)      =  alone,  one. 

in,  on. 

para  (par)        =  beside. 

upon. 

peri                     =  around. 

well. 

poly                    =  many. 

half. 

pro                      =  before. 

over. 

jtsetido                =  false. 

under. 

*///*  (>•///,  s//m, 

beyond,  after, 

sys,  s?/)             =  with. 

change. 

LATIN   SUFFIXES. 


The  part  of  speech  formed  by  the  aid  of  the  suffix  is  indicated  by 
the  letter  placed  before  it. — n.=noun,  v.=verb,  «.  ^adjective,  ad.= 
adverb. 

Many  of  these  suffixes  are  much  changed  in  form  and  in  meaning 
by  long  sojourn  in  the  French  language. 


cable  (abil, 
abl,  ble, 
bl);  ible 
(ibil,  ibl, 
bil,  bl) 


able  to  be,  fit  to 
be,  causing. 


acious 


nacy 


a  nal,  el,  (I) 


having  the  qual- 

ity of,  full  of. 
stair   or    quality 
of  bring. 

at. 

Mate  of  being  : 
act  of  :  t  h  a  t 
which  ;  a  col- 
lection of. 
TtaiiihiL:  to  ; 
the  act  of. 


a  nan,      ain, 
ane,      ean, 

ian  =  pertaining  to  ; 

one  who. 
nance,     ancy 

(anC)  ate  of    l.eiiig  : 

act  of. 

nand,  end       =  L.    fut.     part. 
ending. 

ant  See  cnf. 

=  pertaining  to. 
(ari)  ar=beloiigiiig  t«»  : 
one  who  ;  place  where. 
"  r<lt,  /7,  p.    part,  ending:  ending 
of  L.  n.  stem  alsn. 

(at)  —  having  :  one  who  : 
to  make. 


Suffixes. 


93 


nbulnm,    bule,     (bul)    ble= 

place;  that  which  or  by  which. 

nculum,  cule,  (cul),  cle,  cher 
= place;  that  which  or  by 
which. 

ce.    See  acy. 

ncle,  eel,  cule,  (cul)= little  (dim- 
inutives). 

€•!/.     See  acy. 

nee=one  to  whom. 

veer.    See  second  er,  below. 

el,  eel.    See  al. 

nence,  (enc),  ency=st&te  of  be- 
ing. 

neus— of,  belonging  to. 

"  "eut =one  who  ;  that  which  ; 
being  or  ing. 

ncr,  (-/•),  eer,  ier,=one  who. 

ver  (frequentative  or  causative). 

(tern = of,  belonging  to. 

>y,  er— place  where  ;  state 
of  being  ;  collection  ;  art  of. 
?=to  grow  to  or  become, 
denotes  female  agent. 

«e«gi*e=8oraewhat,  like. 
l^of,  belonging  to. 
r=of,  belonging  to. 

"ftte,  et=litt\e  (diminutive). 

ey.     See  y. 

ible.     See  able. 

<*>  nic,  ical= pertaining  to  ;  made 
of ;  one  who. 

nice=st&te  or  quality  of  being  ; 
thing  that. 

«iri=:quality,  pertaining  to. 

ier.    See  eer. 

<*ile,  («7)=able  to  be  ;  relating  to. 


(in)  =  belonging  to  ;  n.  end- 

ing also. 
"/fm=act  of;  state  of  being:  that 

which. 

«fV//f/;=  belonging  to. 
ish.     See  esc. 
n  aite  =  one  v/ho  :  bcimr. 
nity,  (^£/)=slnt«'  ur  quality  of  be- 

ing. 
»  aive,  (iv)=o\\c,  who;  that  which  ; 

having  power  or  quality. 
nix,  denotes  a  female. 
»£»=that  which.  [give. 

cize,  (iz),  ise,  (itt)  =  to  make,  to 
vle9  (I)  (frequentative). 
ale,  n\l).     See  a/,  el. 
'>lence=SLbui\da,nce  of. 
aletit=  abounding  in. 

&t  acted  upon. 
=  state  of  being  ;  act  of  ; 

thai  which. 

,  (inoni)=st&te  of  boim:: 

that  which  ;  that  derived  from. 

—  pertaining  to. 
non,  oon,  iou=one  who. 
OH.     Sec  ion. 

not*=one  who  ;  that  which. 
"or,  OH.  restate  or  quality  of  be- 

ing:  place  \\here. 

(o/'/)=:relating  to;  place 

where:   thing  which. 

,  (os),  OM8=full  of,  having. 
=onc  who. 
nr=cr  or  or=one  who. 
rix  denotes  female  agent. 


si  on,  son.     See  ion. 


Word- 1!  nil» 


to. 


S 

ntude,(tu<I. 
lag. 

///.     Sec  ity. 
—  prone  to 


—  state  of  bo- 


,  />/     little  (diminuth 
.  u/r       -lal.    ,.r  a, -|   ,,r  :    lluit 

which. 

«ttrn  --belonging  1<>. 
//.  •/')     Btote  <>r  bring:  that  which. 


ANGLO-SAXON,    OR    ENGLISH,    SUFFIXES. 


trr  -one  who. 
<tr<I  —  one  wh«>. 

r  </ow  —  state  of  being;  domain  of. 
^CfZ,   f?,  f  =  past    tense   and    jiast 

par.  I'ndiiiir. 
w/7—  that  wliidi  or  by  which. 

en  —  madr  <>!'  :  to  make  ;  past 
par.  little  (diminutive). 
nei»=ono  \vh<>:  that  which. 
acr=mniv  (comparative  degree). 
(frequentative  or  causative). 
(adjt-ctive  nidi- 

most  (superlative  degree). 
«ful=  full  of,  causing. 
nhead,  /i-oocl=j>iate  or  (juality  of 


/V,  y=littlc  (diminutives). 

the  act  :  rout  inning. 
—  somewliat  :  like;  to  make. 
--little  (diminutive). 
9  dcnoti-  fiv(jucnt  action. 

which. 
I  •  s.s     \\  it  Inuit. 


wJe£=little  (diminuti -. 

^7 hif/=. little  (diminutive). 

,  (ft,  y)  =  like.  manner, 
—state  or  (juality  <»!' 
wocfe=little  (diminutive). 
»or=rone  who.  that  which. 
voiv=to  make. 
now=by  which. 

or  es  the  plu.  ending  of  nouns 
and  the  ending  «»!':M  per.  >inir. 
of  verbs. 

or  9  denotes  possessive  case. 
= state  of,  office  of. 

"SOMI-f  — -full    ol',  eaiisim:. 

ngt= state  of  bein.ir. 
who. 
of  l»ein«r. 


GREEK 


in-    ^  pertaining  t«». 
net  =one  who. 


'"'/r/.sv—  manner. 
ny.     See  ie. 

<*//:=  full  of.  having. 
"  '"l I/.      See  ///. 

SUFFIXES. 

•  /'.sv.  /'.:>'     to  make:   to  give, 

-talc  of  bring;    doctrine. 


n\  it-ftl     jH-rtaining  t«>  :    made 

of  :  one  wliu. 
,  i<  s  of. 


>'/.s7-o!le    who. 

ny= state  u|  l.cin 


OrtJiography. 


95 


ORTHOGRAPHY. 
Vowels  and  Consonants. 

DEFINITION.— A  Vowel  is  a  letter  that  stands  for  a  free,  open 
sound  of  the  Toice. 

The  vowels  are  a,  e,  i,  o,  u. 

W  is  a  vowel  when  it  unites  with  a  preceding  vowel  to  represent  a 
vowel  sound ;  as,  new,  now  ;  and  y  is  a  vowel  when  it  has  the  sound  of  i  ; 
as,  by,  duty,  boy.  W  and  y  are  consonants  at  the  beginning  of  a  word 
or  a  syllable  ;  as,  wet,  yet. 

DEFINITION.— A  Consonant  is  a  letter  that  stands  for  a  sound 
made  by  the  obstructed  voice  or  the  obstructed  breath.* 

The  consonants  are  the  letters  of  the  alphabet  not  named  above  as 
vowels. 

Sounds  of  the  Vowels. 

Diacritical  marks  used  in   Webster's  Dictionary. 


1.  a,  long,  in  hate. 

2.  a,  short,  in  hat. 

3.  a,  Italian,  in  far. 

4.  a,  broad,  in  all. 

5.  a,  intermediate,  in  ask. 

6.  a,  long  before  r,  in  care. 

1.  e,  long,  in  me. 

2.  &,  short,  in  mSt. 

1.  I,  long,  in  pine. 

2.  i,  short,  in  pin. 


1.  5,  long,  in  note. 

2.  6,  short,  in  n8t. 

3.  o  (like  Zongr  oo)  in  do. 

1.  u,  long,  in  tube. 

2.  u,  sftor*,  in  tub. 

3.  u  (like  short  oo)  in  pulL 

4.  u  (before  r)  in  fur. 

« 

oi  and  oy  (unmarked  =  at)  in  oil, 
toy. 

ou  and    ow  (unmarked  =  aoo)  in 
out,  now. 


//,  which  represents  a  mere  forcible  breathing,  it)  an  exception. 


90 


One  letter  used  for  another. 


a  =  8,  as  in  what 

6  =  &,  as  in  where,  heir. 

5  =  a,  as  in  eight. 

•  =  ft  (nearly),  as  in  her. 

i  :  -  e,  as  in  police. 

T  =  ft  (nearly),  as  in  sir. 

6  =  ft,  as  in  done. 


6    =  a,  as  in  form. 

o  (unmarked)  =  ft,  as  in  worm. 

<5b  =  p,  as  in  moon. 

06  —  u,  as  in  wdbL 

u    ss  p,  as  in  rude. 

y    -I,  as  in  fly. 

y    =  f ,  as  i  1 1  m^th. 


9  =  u,  as  in  wolf, 

Remarks. — a  is  between  a  and  a.     a  represents  tin-  first,  or  •   i.i-li 
cal,"  part  of  fl,  touched  lightly,  without  the  "  vanish/'  or  e  sound,     a 
is  nearly  equivalent  to  #  prolonged  before  r. 

H  is  between  -&  and  e.  Some  careful  speakers  discriminate  between  & 
(=  o  in  toorm)  and  e  (=  1),  making  the  former  a  modification  of  u  an«l 
the  latter  a  modification  of  £. 

In  the  *'  International  Dictionary  "  (the  latest  "  Webster  "),  ^,  e< 
i,  o,  u,  represent  the  long  sounds  as  modified  in  syllables  without 
accent ;  6.0.,  senate,  event,  idea,  obey,  unite.  The  '•  Intt-niational " 
often  respells  instead  of  using  diacritical  marks. 

When  one  vowel  of  a  diphthong  is  marked,  the  othrr  is  silent. 

Diacritical  marks  used  in    Worcester's  Dictionary. 


a  in  hate. 
Z  in  hat. 
&  in  far. 
&  in  all. 
&  in  ask. 
a  in  care. 


*  in  met. 

I  in  pine. 
I  in  pin. 


o  in  note. 
6  in  not. 
6  in  do. 

u  in  tube, 
u  in  tub. 
u  in  pull, 
ii  in  fur. 

61,  5$-  in  oil,  toy. 
fiu,  6w  in  out,  now. 


Orthography. 


6  in  where. 
8  in  her. 
1  in  police. 
I  in  sir. 
6  in  done. 


5   in  form. 
66  in  moon, 
u    in  rude. 
•f  in  fly. 
^  in  myth. 


Sounds  of  the  Consonants. 

Explanation. — The  two  classes  of  consonants  are  arranged  below  in 
separate  columns.  Those  in  "1"  are  called  vocal  consonants  (voice 
consonants),  and  those  in  "2  "  are  called  aspirates  (breath  consonants). 

The  letters  with  dots  between  them  form  pairs.  Give  the  sound  of 
the  first  letter  of  any  pair,  and  you  will  find  that,  as  the  voice  stops, 
the  vanishing  sound  will  be  the  sound  of  the  other  letter.  The  tongue, 
teeth,  lips,  and  palate  are  in  the  same  position  for  both,  the  only  differ- 
ence being  that  in  one  there  is  voice,  and  in  the  other  only  a  whisper. 


1. 

Vocal  Consonants. 
b  

2. 

Aspirates. 

d...  

t 

c.  . 

.  .   .  .       k 

.      .         h 

i.  . 

ch 

1  

m  

n.  . 

\. 


2. 

Aspirates. 


Vocal  Consonants. 

r 

th  (in  thine) (th  in  thin) 

T f 

IV 

y 

z  (in  zone). . : s 

z  (in  azure) sh 


C,  q,  and  x  are  not  found  in  the  columns  above.    C  =  k  or  s;  q 
x  =  ks  or  gz. 

Diacritical  marks — Webster. 

9,  soft  (=  s),  in  9ent. 
-e,  hard  (=  k),  in  -call. 

ch  (unmarked)  in  child. 

9h,  soft  (—  sh),  in  chaise. 
-ch,  hard  (=  k),  in -chorus. 

g,  hard,  in  get. 

g,  soft  (=  j),  in  gem. 


s,  sharp  (unmarked),  in 
9,50/*(=z),  in  ha?, 
th,  sharp  (unmarked),  in  thin. 
4hj  soft  or  vocal,  in-lkis. 
n  (=  ng)  in  ink. 


98  Wort/-/' 


Diacritical  marks— Worcester. 


9  in  cent. 
X/,  5  (or  JD)  in  call. 
ch  (unmarked)  in  child, 
ch  in  chaise. 

JCH,  fh  (or  jch)  in  chorus. 
J3,  &  in  get. 


G,  £  in  gem. 
s  In  has. 

th  (unmarked)  in  thin. 
TH  th  in  this. 
in  exist. 


RULES    FOR    SPELLING. 

RULE  I.—  Final  r  is  dropped  before  a  suffix  beginning  with  a 
Towel;  as,  fine,  finer;  love,  loving. 

Exceptions.  —  Worjls  ending  in  ce  and  ge  retain  e  before  able  and 
ous  to  keep  c  and  g  soft  ;  as,  peaceable,  changeable,  courageous.   Words 
in  oe  and  ee  retain  the  e  unless  the  suffix  begins  with  e;  as,  /«/ 
seeing. 

RULE  II.  —  r  after  a  consonant  becomes  i  before  a  suffix  not 
beginning  with  i  ;  as,  witty,  wittier  ;  dry,  dried. 

Exception.  —  Y  does  not  change  before  '«  ;  as,  enemy's. 

RULE  III.—  In  monosyllables  and  words  accented  on  tho  last 
syllable,  a  final  consonant  after  a  single  vowel  doubles  before  a 
suffix  beginning  with  a  vowel  ;  as,  hot,  hotter;  b<  -/////, 


Exceptions.  —  The  final  consonant  is  not  doubled  when,  in  tin-  deriv- 
ative, the  accent  is  thrown  from  the  last  syllable  of  the  primitive  ;  as, 
refer*,  reference.  But  we  have  excel',  ex'ctlltnt,  ex'c<  l!>  ncc.  X,  k, 
and  v  are  never  doubled. 


Remark.  —  To  tin  liule^  above  (and  inferences  from  thorn)  there  an- 
a  few  other  exceptions;  as,  dyeing  (coloring),  sinifi-imj,  tinyriny,  mi/cog*., 
awful,  wholly,  /  f.  <i<-kn»irli><\<iin<>nt  ;  ,N-//////,  drynt**,  piteuus  ; 

,  transferable,  bumbuyytd,  crystallize,  cancellation. 


LESSON  XLV. 

A   BRIEF   HISTORY   OF    THE    ENGLISH   LANGUAGE. — THE 
EARLY   CONQUESTS    OF    BRITAIN. 

THE  languages  spoken  on  the  earth  have  been  more  or  less 
perfectly  classified.  Above  all  other  classes  in  importance  is 
that  to  which  our  own  tongue  belongs,  namely  : — 

I.  The  Indo-European  Family. — Of  this  family  there  are 
ten  members — three  Asiatic  and  seven  European.     Seven  of 
the  ten  have  long  been  recognized  :  (1)  The  Indian,  or  San- 
skrit, used  in  Hindostan ;  (2)  the  Iranian,  or  Ancient  and 
Modern  Persian  ;  (3)   the  Hellenic — Ancient   and    Modern 
Greek  ;  (4)  the  Italic,  that  is,  the  Latin  and  its  descendants— 
viz.,  the  Italian,  the  Spanish,  the  Portuguese,  the  French, 
the  Provencal,  the  Eheto-Romanic,  and  the  Wallaehian  :  (5) 
the  Slavonic — preeminently  the  Russian  ;  (6)  the  Celtic,  or 
Keltic,  made  up  of  the  Cymric  and  the  Gaelic  ;  and  (7)  the 
Teutonic,  subdivided  into  the  (Jothic,  the  Scandinavian,  the 
High  German,  and  the  L>\v  (Jerman.      Into  the  Low  (id-man 
the   English   falls.     To    these   seven,  recent   scholars   have 
added  (8)   the  Lithuanian,  closely  related  to  the  Slavonic; 
(9)  the  Armenian  ;  and  (10)  the  Albanian. 

II.  The  Celts. — This    people  early  occupied    the   Spanish 
Peninsula,  Gaul  when  Caesar  subdued  it,  and  Britain   when 
Caesar  visited  it  in  55  and   in  r>4  B.C.     The  Celts  in  Britain 
were  at  this  time  broken   into  many  tribes,   which  seldom 
united  in  a  common  cause. 


III.  The  Roman  Conquest.  —The   Celts  did   not  make  a 
stubborn  resistance  to  the  Unmans,  who  by  84  A.D.  had  con- 
quered as  far  north  as  the  Firth  of  Forth.     This  the  Romans 
joined  to  the  river  Clyde  by  the  wall  of  Antoninus.     They 
subsequently  built,  as  additional  protection,  the  famous  wall 
of  Severus,  or  Hadrian's  wall,  uniting  the  Solway  tod  the 
Tyne.     The  Romans  did  not  attempt  a  thorough  conquest 
of  Britain  ;  but,  with  their  headquarters  at  Eboracum,  now 
York,  held  the  island  by  a  series  of  fortified  y>os/s,  whose 
sites  are  now  mainly  indicated  by  towns  with  names  ending  in 
Chester,  cester,  or  caster — forms  of  the  Latin  castra,  a  camp. 
But  the  imperial  city  whose  empire  stretched  so  far.  whose 
armies  were  largely  composed  of  soldiers  drafted  from  her 
subject  peoples  and  led  by  generals  of  their  own  blood,  WAS 
menaced  by  invading  hordes,  and  was  forced  to  recall  her 
legions  for  her  own  defence.     By  420  the  soldiers  had  all 
left  Britain,  never  to  return,  and  the  Celts  were  again  free. 
But  their  freedom,  was  of  short  duration.     By  the  middle 
of  the  fifth  century  a  more  formidable  invasion  than  the 
Roman  had  taken  place,  and  a  more  thorough  conquest  was 
begun  by 

IV.  The  Angles,  the  Saxons,  and  the  Jutes. — These  peoples 
were  of  the  Low  German  branch  of  the  Teutonic   stock. 
They  had  blue  eyes  and  flaxen  hair,  were  large  of  frame, 
fond  of  adventure  on  land  and  on  sea,  and  were  fierce  and 
cruel  in  battle.     They  were  owners  and  fitters  of  the  so/7, 
hated  cities,  knew  no  kinir.  and    lived   cadi  group  of   related 
families  within  its  mark,  or  district,  which  was  bounded    by 
a  belt  of  neutral  land  from  other  "farmer  common weali 

The  e/f/^-s,   we  are    told,   came  over   under    IleniriM    and 
Horsain44(J.  and  settled  in  Kent.      Klla  and    his  i'ollo\\ 
in  477,  and  Cerdic  with  his,  in    !'.>.">.  settled  Sussex  in   the 


History  of  the  English    L« ////"••  101 

' 

south  and  Wessex  in  the  west,  and  later  'Saacons  founded 
Essex.  The  ending  sex,  would  of  itself  suggest  the  origin  of 
these  kingdoms.  Three  kingdoms  north  of  Thames — the 
largest  of  which,  Northumbria,  stretched  from  the  Humber 
to  the  Forth — were  founded  by  the  Angles.  Besides  North- 
umbria, East  Anglia  and  Mercia  were  established. 

The  conquest  of  the  Celts  by  these  Low  German  invaders 
proceeded  slowly.  Not  till  607  had  the  unex terminated 
Britons  taken  refuge  in  the  western  part  of  the  island.  And 
now  for  more  than  two  hundred  years  the  conquerors  waged 
fierce  war  upon  one  another.  The  several  kingdoms,  for 
war  begat  the  king,  contended  for  the  overlordship,  till  at 
last  Wessex  secured  it,  and  Egbert  its  king  ruled  from  the 
English  Channel  to  the  Firth  of  Forth. 

Meanwhile  the  invaders  had  been  Christianized,  Augus- 
tine and  his  missionaries  arriving  from  Kome  in  597.  The 
Christian  temple  rose  on  the  site  of  the  pagan  fane.  By  the 
end  of  the  seventh  century,  the  Church  was  a  single  organ- 
ization. As  population  increased,  the  marks  coalesced  and 
became  shires,  of  which  in  Alfred's  time  there  were  thirty- 
two,  each  with  its  religious,  legal,  and  political  organization. 

V.  The  Danish  Conquest. — The  Anglo-Saxon  Chronicle 
relates  that  in  787  the  Danes,  as  all  Scandinavians  at  that 
time  were  called,  began  their  invasions.  Sweeping  up  the 
great  rivers  that  pour  into  the  North  Sea,  they  laid  waste 
the  territory  adjacent,  harried  and  killed  the  inhabitants, 
and  settled  as  they  conquered.  The  very  verb  hurry  is 
Anglo-Saxon,  derived  from  their  name  for  the  dreaded  Dan- 
ish army — he-re.  What  terror  this  army  inspired  may  be 
gathered  from  the  prayer  that  made  its  way  into  the  Anglo- 
Saxon  litany  :  "  From  the  incursions  of  the  Northmen,  good 
Lord,  deliver  us/' 


These  Bcahclihavians  were  heaten  in  irreat  battles  and 
driven  back,  but  only  to  return.  They  were  bought  oil'  with 
gold  ;  and  finally,  on  condition  that  they  would  eon  line 
themselves  within  it,  they  were  given  the  territory  to  the 
east  and  north-east  of  Wntlhiy  Stwf,  an  old  Roman  mili- 
tary road  which  stretched  from  near  Dover  through  .London 
to  Chester  on  the  Dee.  But  they  could  not  be  kept  within 
the  limits  of  this  territory,  called  the  I>« n< l<u/ii,  and  at  last 
succeeded  in  placing  four  kings  in  succession  on  the  throne 
of  England — Sweyn,  Canute,  Harold  llarefoot,  and  Hardi- 
canute,  1013-1042. 

VI.  The  Norman  Conquest. — The  Normans,  or  Northmen, 
were  originally  of  the  Norse,  or  Scandinavian,  branch  of  the 
Teutonic  race.  "  They  were  men  of  action,  enterprising 
merchants,  navigators,  soldiers  of  fortune,  leading  the  van 
of  every  battle  from  Norway  to  Byzantium."  Breaking 
from  the  restraints  of  a  power  that  was  consolidating  the 
Scandinavian  kingdoms,  they  boldlv  ventured  forth,  con- 
quered the  Shetland  Isles,  the  Orkneys,  and  the  Hebrides, 
founded  the  kingdom  of  Caithness  in  Scotland,  settled  Ice- 
land, discovered  Greenland,  and  colonized  Yinland.  supposed 
to  be  on  the  coast  of  New-England. 

In  911,  a  Norman  chief,  Rolf,  or  Rollo,  the  Ganger,  with 
his  band  of  vikings,  got  a  footing  in  the  fertile  valley  of  the 
Seine.  This  province  of  Normandy  he  received  as  a  lief 
from  Charles  the  Simple,  arid  married  his  daughter.  The 
rmans  were  brought  under  Fivneh  law  and  customs, 
became  Christian-,  adopted  the  French  lan.irua^e,  married 
into  French  families,  and  caught  the  French  spirit. 

In  1066,  the  childless  Edward  the  Confessor,  of  England, 
died,  and  Harold,  his  hrother-in-law,  succeeded  him.  Hut 
William,  seventh  Duku  of  Normandy,  whose  aunt.  Kmnia, 


History  of  the  English  Language.  103 

had  been  married  to  Ethelred  II.  of  England,  claimed  the 
throne  by  hereditary  right  and  by  the  promise  of  both  Ed- 
ward and  Harold,  and  set  sail  with  thirty  thousand  followers 
for  the  coast  of  England.  On  October  14,  1066,  he  met  and 
defeated  Harold  on  the  slope  of  Senlac,  near  Hastings, 
and  soon  after  was  crowned  king  at  Westminster.  This  was 
the  one  conquest  that  reached  down  to  the  people  of  the 
island,  and  in  time  thoroughly  leavened  them.  The  ad  mix- 
tyre  of  new  blood  and  another  spirit  proved  a  most  signal 
blessing  to  them.  We  can  call  it  no  less  than  their  regen- 
eration. 

LESSON  XLVI. 

THE   ENGLISH. — ITS   COMPOSITION. 

I.  Celtic  of  the  First  Period — in  English. — The  language 
spoken  on  the  island,  after  its  conquest  by  the  Angles,  the 
Saxons,  and  the  Jutes,  was  overwhelmingly  that  of  the  con- 
querors, and  is  called  Anglo-Saxon.  But  it  was  not  pure  ; 
a  few  Celtic  words  had  entered  it.  The  Celtic  names  for 
the  rivers,  lakes,  hills,  and  mountains  clung  fast  to  these 
objects,  and  are  found  in  English  even  now. 

Isaac  Taylor,  in  his  Words  and  Places,  says,  "  Through- 
out the  whole  of  England  there  is  hardly  a  single  river-name 
which  is  not  Celtic/'  Avon,  Celtic  for  water,  is  the  name  <>f 
fourteen  English  rivers  to-day.  Esh,  meaning  the  same 
tiling,  designates  more  than  twenty.  Esk  has  entered  int.- 
the  names  of  towns  also,  as  in  JS^eter,  Axminster,  Oxford, 
and  Abridge.  Thames,  Humber,  Wye,  Cam,  Ouse,  and 
many  other  river-names  are  Celtic.  Pen  or  Ben,  the  usual 
Celtic  name  for  a  mountain,  is  seen  in  the  name  for  the 
range  called  Pennine,  in  that  of  the  hills  called  /Vwtland,  in 


104  \\'<>nl-Buildit. 

Jfow-Nevis  and  /tat-Lo&umd.  Dun,  a  hill-fortress,  is  found 
in  London,  /Jwwbarton,  7^/wdee,  etc.  Many  other  Celtic 
words  can  be  found  on  almost  any  map  of  England,  and, 
indeed,  on  the  maps  of  Spain,  Italy,  Switzerland,  and  (M -r- 
inany.  Besides  these  geographical  terms  it  is  said  that  the 
common  words 

Clout,  crock,  cradle,  cart,  clown,  pillow,  barrow,  glen,  havoc,  kiln, 
mattock,  and  pool 

came  into  the  Anglo-Saxon  before  the  Norman  Conquest. 
As  other  Celtic  words  appeared  later,  we  will  call  all  tin- 
whether  geographical  or  not,  entering  the  Anglo-Saxon  and 
continued  on  into  English,  the  Celtic,  or  AV///V,  of  f/t<> 
rirst  Period. 

II.  Latin   of  the   First   Period — in  English. — But  in  the 
Celtic   vocabulary   foreign   words   had   found   a   lodgment. 
The  Romans  held  most  of  the  island  for  hundreds  of  years. 
Many  of  their  words  filtered  down  into  the  speech  of  the 
subject  Celts.     Some  ef  these,  seven  it  is  said,  forced  their 
way  up  into  the  language  of  the  Anglo-Saxon  conquerors. 
Castra,  a  camp,  appears  in  the  names  of  towns  ending  in 
Chester,  caster,  and  cester,  as  Manchester,    Lancaster,   and 
Leicester ;   strata,  paved  streets,  in  Stratford,  Streat\\nm, 
etc.  ;  colonia,  a  settlement,  in  Lincoln  and  Colne  ;  fossa,  a 
trench,    in   Fossw&y  and  jPosbridge ;  portus,  a  harbor,   in 
Portsmouth    and    Brid/wrtf;    vallum,  u  rampart,   in  wall; 
and  mile.     These  seven  now  in  English  we  call  Latin  of  the 
rirst   l'<  rio<t. 

III.  Latin  of  the  Second  Period — in  English. —  But.  as  \u 
have   said,  the    heathen   Anglo-Saxons  were  Christianized. 
Hosts  of  Rowan  trordtt,  some  of  which  were  derived    from 
the  .  came  in  with,  or  follow^  in   the  wake  of,  the 


History  of  the  En<jli*li    Language.  105 

Christian  Church,  whose  services  were  conducted  in  Latin. 
Presbyter,  originally  an  elder,  apostolus,  one  sent,  clericus, 
one  ordained,  and  episcopus,  an  overseer,  taking  the  forms 
in  Anglo-Saxon  of  preost,  postol,  clerc,  and  biscop,  and  in 
English  of  priest,  apostle,  clerk,  and  bishop,  and  such  words 
as  cheese,  pound,  candle,  table,  and  marble  illustrate  these 
acquisitions.  Of  the  Latin  words  brought  into  Anglo-Saxon 
by  the  Church,  or  entering  through  the  door  which  it 
opened,  there  were  before  the  Norman  Conquest  at  least  six 
hundred,  it  is  thought ;  if  compounds  are  counted,  three  or 
four  times  as  many.  These  are  styled  the  Latin  of  the 
Second  Period. 

IV.  Scandinavian   of  the  First  Period — in  English. — The 
Danish  Conquest  introduced  Scandinavian  terms.    Taylor 
says  that  in  the  east  of  England,  most  of  them  in  the  Dane- 
lagh, there  are  six  hundred  places  whose  names  end  in  by, 
Scandinavian  for  town.     This  is  seen  in  RugSy,  Grims#//,  in 
one  hundred  names  in  Lincolnshire  alone,  and  in  our  #y-law. 
Thorp,  or  torp,  German  dorf,  a  village,  is  found  in  Althorpe 
and   Wilstrop;    thwaite,    a  clearing,    in    FinstttPatfr    and 
Br&ithwaite  ;  ness,  a  nose  or  cape,  in  Sheemess  and  Caith- 
ness ;  wic,  a  creek  or  bay,  in  Wickh&m,  Norwich,  and  in 
vik'mg  ;  toft,  a  homestead,  in  Lowesrfo/2  and  To^ness ;  and 
yarth,  a  yard,  in  Aipplegarth  and  Fishguard.     All  these  and 
beck,  a  brook  ;  force,   a  waterfall ;   dale,   German   thai,  a 
valley  ;  and  holm,  an  island,  existing  as  separate  words  or  in 
composition,  and  entering  before  the  Norman  Conquest,  w«- 
call  Scandinavian  of  the  First  Period. 

V.  The^  Norman  French — Latin   of  the   Third  Period — in 
English. — The  changes  which  the  Anglo-Saxon  underwent 
because  of  the  Norman  Conquest  are  vital,  we  will  say  fun- 
damental;  they  amount   to   a   revolution.     A  change   of 


106 

name  is  needed  t«>  mark  this.  \\e  have  refrained  from 
calling  the  dominant  people  of  the  island,  or  their  speech, 
before  1066,  by  any  other  term  than  Anglo-Sawn.  But 
after  the  union  of  the  peoples  and  of  the  languages,  a  new 
word  is  needed  to  denote  new  things  :  and  this  term  we  have 
in  the  word  Knglish.  As  we  use  it,  English  denotes  always 
the  race  resulting  from  the  marriage  of  the  two  peoples,  or 
the  speech  resulting  from  the  union  of  the  two  tongues. 

But  we  must  guard  against  supposing  that  either  the  two 
peoples  or  the  two  tongues  were  welded  into  one  instantane- 
ously. They  grew  together,  and  this  growth  was  slow. 

The  Two  Peoples  Side  by  Side. — Any  yoke  of  conquest 
would  be  galling  to  the  liberty-loving  Anglo-Saxons,  but 
there  are  special  reasons  why  this  was  so.  The  conquerors 
were  of  alien  blood,  and  national  animosity  existed  between 
them  and  the  conquered.  William  confiscated  the  entire 
soil.  He  parceled  out  the  land,  upon  condition  of  militarv 
service,  among  a  score  or  more  of  great  vassals,  among  Home 
hundreds  of  inferior  crown-vassals,  and  among  the  higher 
clergy.  "The  meanest  Norman  rose  to  wealth  and  power 
in  the  new  dominion  of  the  Duke."  Shoals  of  Norman 
ecclesiastics  came  across  the  Channel,  and  the  people  were 
forced  to  receive  even  religious  consolation  from  foreigners. 
Another  language  than  their  own  prevailed  in  all  places  of 
authority — in  the  palace  and  among  the  nobility,  in  law 
courts,  in  the  schools.  To  their  painful  consciousness  of 
social  and  political  degradation  was  added  their  keen  sense 
of  the  scorn  with  which  the  Norman  regarded  their  lack  of 
culture  and  their  "  harbarous  tongue."  , 

Mut  the  influences  operative  through  all  these  years  were; 
not  wholly  those  of  repulsion.  'These  two  peoples  living 
together  had  to  meet  each  other  in  the  iield  and  in  the  town. 


History  of  the  English  Language.  107 

The}?  were  forced  to  buy  of  each  other  and  to  sell  to  each 
other.  The  subject  race  gradually  acquired  definite  rights. 
The  serf  was  struggling  to  become  a  copyholder,  and  the 
copyholder  to  be  a  freeholder.  The  military  power  of  the 
nobles  was  waning.  The  courts  of  the  feudal  baronage  were 
shorn  of  their  power.  The  feudal  system  was  giving  way. 
The  Anglo-Saxons  were  improving  in  education  as  in  ma- 
terial things.  They  and  the  Normans  intermarried. 

A  strong  national  feeling  was  springing  up  before  which 
their  mutual  antagonism  was  yielding.  This  feeling  was 
aided  by  the  fact  that  the  English  kings  had  vast  possessions 
in  France,  partly  hereditary  and  partly  acquired  by  mar- 
riage. To  hold  these  against  the  French  kings  required  a 
united  people.  And  to  make  head  against  the  encroach- 
ments of  their  own  kings  the  nobility  were  forced  to  make 
common  cause  with  the  people.  To  what  extent  the  barons 
identified  the  cause  of  the  commons  with  their  own  may  be 
seen  from  the  celebrated  provisions  of  the  Great  Charter 
extorted  from  King  John  in  1215. 


LESSON  XLVII. 

THE   ENGLISH. — ITS   n>M  POSITION. — CONTINUED. 

V.  Latin  of  the  Third  Period— in  English. — Continued. — Yet 
how  slowly  the  Anglo-Saxon  and  the  French  were  blending 
in  the  vocabulary  of  writers,  at  least,  may  be  seen  in  the  fact 
that  Layamon's  Brut,  a  poem  of  thirty-two  thousand  lines, 
written  in,1205,  does  not  contain  a  hundred  and  fifty  French 
words;  and  that  in  the  Ormulnm.  a  poem  of  twenty  thou- 
sand lines,  appearing  in  the  year  of  Magna  Charta,  scarcely 
fifty  French  words  are  found. 


108  \\'nri/-/;ni/t/iiig. 

• 

The  Two  Languages  Side  by  Side. —  But  during  this  period 
tlui  fint/iiistic  di/Jtcu/th's  in  the  way  of  a  coalescence  were 
gradually /rs.sr////ff/.  This  period  was  for  the  subject  race 
one  of  great  and  general  depression.  Their  speech  was  no 
longer  cultivated.  The  standards  in  it  were  all  forgotten. 
Anglo-Saxon  was  no  longer  taught  in  schools,  spoken  at  the 
palace  and  in  the  castles  of  the  nobles,  or  used  in  courts  of 
law.  Few  were  writing  in  it.  It  was  left  in  the  care  of 
those  ignorant  of  the  literature  in  it  and  of  its  grammar,  and 
familiar  only  with  the  vocabulary  employed  in  speech  upon 
the  commonplace  topics  of  the  household,  the  farm,  the  street. 

The  effect  of  all  this  upon  the  language  can  easily  be  in- 
ferred. A  l&rge  fraction  of  the  vocabulary,  the  more  digni- 
fied and  scholarly  portion,  fell  into  neglect  and  then  into 
ohlivion.  Of  the  words  kept  in  circulation,  so  much  of 
.each  as  we  call  its  grammatical  inflections,  denoting  case, 
person,  number,  tense,  almost  entirely  perished.  These  in- 
flections would  be  retained  only  by  those  aware  of  their  im- 
portance. When,  then,  this  Anglo-Saxon  speech  had  forced 
itself  upon  the  Normans,  as  it  fairly  succeeded  in  doing  by 
the  second  half  of  the  fourteenth  century,  it  was  far  <">/>/• 
to  tmtstcr  than  it  would  have  been  immediately  after  HMJlJ. 
It  is  estimated  that  nearly  one-half  of  the  words  in  the  vocab- 
ulary before  the  Conquest  dropped  out  of  it  in  the  three 
hundred  years  immediately  following,  and  we  certainly  know 
that,  the  grammar  had  been  vastly  simplified. 

Instruction  Revolutionized. —  We  said  that  by  1350  the  con- 
quered had  forced  their  tongue  upon  their  conquerors.  We 
have  it  upon  the  authority  of  John  of  Trevisa,  that,  after 
the  great  pestilence  of  1349,  the  instruction  of  youth  was 
revolutionized.  John  Cornwall  changed  the  instruction  in 
the  grammar-school  from  French  into  Knglish,  and  Kichard 


History  of  the  English  Language.  109 

Pencrich  and  others  followed  his  lead,  so  that  in  1385  in  all 
the  grammar-schools  of  England  the  children  had  abandoned 
I'Yench  and  were  taught  in  English.  In  1362  French  was 
exchanged  for  English  in  the  courts  of  law.  An  act  of 
Parliament  was  passed  in  this  year,  ordering  that  in  all  the 
courts  "  all  pleas  .  .  .  shall  be  pleaded,  shewed,  defended, 
answered,  debated,  and  judged  in  the  English  tongm." 
Great  writers  had  now  arisen — Wyclif,  1324-1384,  in  prose*; 
Chaucer,  1340-1400,  in  poetry.  They  wrote  in  English,  and 
their  influence  upon  the  plastic  language  of  their  time,  and 
upon  all  English  writers  succeeding,  is  simply  incalculable. 

The  Norman-French—Corrupt, — We  may  add  that  the 
adoption  of  Anglo-Saxon  by  the  Norman  was  greatly  facili- 
tated by  the  fact  that  the  French  he  was  ttsi n</  had  become 
sadly  corrupt.  That  which  he  brought  over  from  the  Con- 
tinent was  not  the  French  of  Paris,  but  the  degenerate 
tongue  of  Normandy,  and  so  at  best  was  provincial,  a  mere 
patois.  But  during  the  centuries  of  its  use  in  England  it 
had  been  kept  from  free  contact  with  the  dialect  of  Nor- 
mandy, and  so  had  deteriorated  even  from  this  imperfect 
standard — had  become,  as  Lounsbury  aptly  puts  it,  a  mere 
fKtfnis  of  a  patois. 

When  now  we  say  that  by  1400,  and  even  earlier,  English 
was  generally  used,  what  are  we  really  saying  ?  What  do 
we  mean  by  Kit</fish  •/  We  mean  a  speech  not  in  existence 
by  itself  till  long  after  the  Norman  Conquest ;  a  speech 
neither  Anglo-Saxon  nor  French,  but  Aiiylo-Sti.ron  <ntd 
French;  a  speech  to  which  both  of  these  contributed,  to 
form  which  both  of  these  combined.  What  by  mutual  giv- 
ing and  taking  the  two  jointly  formed  is  the  English — one 
speech  after  the  union,  but  not  uuivocal,  not  all  of  a  piece, 
every  speaker  of  which  is  bilingual. 


110 

The  Norman-French — really  Latin. — We  have  hitherto 
called  the  tongue  brought  over  by  the  Conqueror  Nortttan- 
F re  neb.  But  it  is  time  now  to  say  that  in  reality  it  tr«s 
Latin.  Just  before  the  Christian  era  began,  Julius  Cmar 
subdued  the  people  then  in  possession  of  what  is  now 
France,  and  imposed  upon  them  his  language,  which  was 
that  of  Rome.  This  language,  used  for  a  thousand  years 
by  a  people  to  whom  it  was  not  the  mother-tongue,  the 
Normans,  of  still  another  alien  stock,  acquired,  and  brought 
into  England.  Spoken  a  whole  millennium  by  those  whose 
vernacular  it  displaced,  and  from  them  learned  by  strangers, 
the  words  had  lost  much  of  their  original  form  and  meaning. 
They  were  almost  invariably  shortened.  By  a  dropping  of 
vowels  or  consonants,  or  of  both,  two  or  three  syllables  had 
been  squeezed  into  one ;  as,  French  sur,  our  sure,  from 
original  Latin  securus  ;  French  regie,  our  rule,  from  Latin 
regula  ;  French  He,  English  isle,  from  insula.  And  some- 
times the  final  and  unaccented  syllable  or  syllables  seem  not 
to  have  been  caught  by  the  subject  Gaul ;  or,  if  caught,  were 
not  retained.  The  Latin  domina,  for  instance,  appears  in 
French  as  the  truncated  dame ;  and  malum,  as  tnaL  Still, 
though  changed,  the  French  words  are  Latin  ;  their  essential 
identity  with  the  words  used  by  the  countrymen  of  Horace 
and  Virgil  is  easily  seen.  These  Norman-French  words, 
introduced  in  the  centuries  succeeding  the  Conquest,  and 
entering  into  union  with  the  Anglo-Saxon  to  form  the 
English,  constitute  the  Latin  of  the  Third  I'<  riod. 

VI.  Latin  of  the  Fourth  Period — in  English. — The  Norman- 
French  words  in  English  were  largely  spoken  words — words 
dropping  from  the  tongue,  and  learned  by  the  ear,  both  in 
France  and  afterward  in  England.  But  tin-re  was  another 
large  influx  of  Latin  words  consequent  upon  that  great 


History  of  the  EmjUxh    Lunfinage.  Ill 

quickening  of  European  mind  known  as  the  Renaissance, 
or  Revival  of  Learning,  the  first  waves  of  which  touched 
Knglish  shores  about  the  opening  of  the  sixteenth  century. 
The  New  Learning  and  the  new  ideas  to  which  it  gave  birth 
demanded  new  words ;  and,  from  1550  to  1660,  Latin  was 
the  store  on  which  writers  began  to  draw.  But  the  Latin  of 
these  learned  men  was  the  Latin  of  the  eye  and  the  pen, 
taken  from  Latin  literature ;  or,  if  from  French  as  well,  it 
was  not  the  language  spoken  by  the  people.  The  Latin 
words  thus  transferred  to  English  had  suffered  then,  and 
have  suffered  since,  little  or  no  change,  and  may  readily  be 
distinguished  from  the  Latin  of  the  Third  Period  by  their 
fuller  form.  These  Latin  words,  brought  in  to  meet  the 
needs  of  scholars — and  their  coming  has  not  yet  wholly  ceased 
— are  called  the  Latin  of  the  Fourth  Period. 


LESSON  XLVIII. 

THE   ENGLISH. — ITS   COMPOSITION. — CONTINUED. 

VII.  Celtic  of  the  Second  Period— in  English. — But  as  the 
original  Celtic  of  Britain  had  Latin  words  in  it,  so  the  Latin 
of  the  Normans  had  Celtic  words  in  it.  The  Gauls  them- 
selves were  Celts  ;  and  it  could  not  be  that,  when  forced  to 
adopt  the  Latin  tongue,  they  would  surrender  every  word  of 
their  own  speech.  Indeed,  in  the  province  of  Brittany,  the 
native  tongue  was  not  exterminated,  and,  as  Breton,  still 
survives.  The  Celtic  words  brought  into  English  by  the 
incoming  of  the  Normans  constitute  the  Celtic  of  the 
Second  Period.  A  few  of  these  words  are 

Baggage,  bar,  barrel,  basin,  button,  carry,  pottage,  truant,  varlet, 
and  vassal. 


112  Word-Building. 

VIII.  Celtic  of  the  Third  Period— in  English.— Whatever 
Celtic  words  have  been  admitted  into  English  since,  whether 
Irish,  Welsh,  Gaelic,  or  Breton — and 

Clan,  claymore,  flimsy,  kern,  pibroch,  plaid,  spalpeen,  and  whiskey 

are  samples  of  these — constitute  the  Celtic  of  the  Third 
Period. 

IX.  Scandinavian    of   the   Second   Period — in   English. — 
Whatever  Scandinavian  words  have  come  into  English  since 
the  Norman  Conquest,  and,  according  to  Professor  Skeat, 
their  name  is  legion,  such  as, 

Are,  call,  drag,  gabble,  grab,  hap,  hinge,  hurry,  lug,  lunch,  pod,  sag, 
scratch,  scream,  shirt,  stutter,  teem,  whim,  and  whisk, 

we  call  Scandinavian  of  the  Second  Period. 

X.  Greek — in  English. — Greek  has  a  very  respectable  con- 
tingent in  English — five  per  cent,  of  the  whole  vocabulary, 
Trench  estimates.     Perhaps  half  this  number  would  be  a 
better  guess.    They  are  largely  scientific  and  technical,  rarely 
on  the  tongue  in  conversation.     They  are  such  as  : — 

Amphibious,  anodyne,  blaspheme,  catarrh,  cynosure,  decagon,  dilem- 
ma, doxology,  electric,  exegesis,  heliocentric,  heterodox,  hyperbole, 
isosceles,  labyrinth,  lexicon,  mechanic,  metamorphosis,  monosyllable, 
necrology,  oxygen,  phrenology,  rhetoric,  squirrel,  surgeon,  synonym, 
telegraph,  thermometer,  trophy,  tyrant,  and  zoology. 

From  the  Hebrew,  we  have  such  words  as  : — 

Amen,  cabal,  cherub,  hallelujah,  hosannah,  Jehovah,  jubilee,  manna, 
sabbath,  Satan,  seraph,  and  shibboleth. 

The  English  race  has  had  intercourse,  commercial,  literary, 
or  other,  with  the  peoples  of  all  lands.  From  most  of  these 


History  of  the  English  Language.  113 

it  has  brought  home  words  which  it  has  naturalized  and 
made  good  English. 

From  the  Italian,  we  have  imported  such  words  as  :— 

Alarm,  balcony,  bankrupt,  canto,  citadel,  concert,  contraband, 
cupola,  duet,  gondola,  guitar,  influenza,  lava,  malaria,  motto,  mus- 
tache, opera,  piano,  pistol,  portico,  quota,  regatta,  sonnet,  soprano, 
studio,  trio,  vista,  and  volcano. 

From  the  Spanish,  such  words  as  :— 

Armada,  bravado,  buffalo,  cargo,  cigar,  cork,  embargo,  indigo, 
merino,  mulatto,  negro,  renegade,  sherry,  tornado,  and  vanilla. 

From  the  Portuguese,  such  as  :— 

Caste,  cocoa-nut,  commodore,  lasso,  molasses,  palaver,  and  tank. 

From  the  Dutch,  such  as  : — 

Aloof,  bluff,  boor,  brandy,  bumpkin,  elope,  fop,  gas,  hustle,  knapsack, 
landscape,  loiter,  luff,  measles,  ogle,  reef,  skates,  skipper,  sloop,  wagon, 
yacht,  and  yawl. 

From  the  German,  such  as  :— 

Dutch,  feldspar,  loafer,  meerschaum,  nickel,  plunder,  poodle,  quartz, 
swindler,  trull,  and  zinc. 

From  the  Slavonic,  such  as  :— 
Calash,  czar,  knout,  polka,  sable,  slave,  and  steppe. 

From  the  J'(  t-sian,  such  as  :— 

Bazaar,  caravan,  check,  checkers.  <-h<>s<.  ghoul,  hazard,  horde,  jar, 
lemon,  lilac,  mummy,  orange,  rice,  sash,  shawl,  and  veranda. 

From  the  Hindu,  such  as  :— 

Banyan,  calico,  chintz,  jungle,  pagoda,  shampoo,  sugar,  and  toddy. 
8 


114  Word-Building. 

From  the  Turkish,  such  as  : — 
Bey,  janissary,  ottoman,  and  tulip. 

From  the  Malay,  such  as  :— 

Bamboo,  bantam,  gong,  gutta-percha,  mango,  rattan,  and  sago. 

From  the  Polynesian,  such  as  : — 
Boomerang,  kangaroo,  taboo,  and  tattoo. 

From  the  Chinese,  such  as  : — 

China,  junk,  nankeen,  serge,  silk,  tea,  and  typhoon. 

From  the  Arabic,  such  as  :— 

Alcohol,  algebra,  alkali,  candy,  chemistry,  cipher,  cotton,  crimson, 
elixir,  gazelle,  magazine,  nadir,  sofa,  tariff,  zenith,  and  zero. 

From  the  North  American  Indian,  such  as  : — 
Hominy,  moose,  raccoon,  skunk,  squaw,  tomahawk,  and  wigwam. 

From  the  West  Indian,  such  as  :— 

Buccaneer,  cannibal,  canoe,  hammock,  maize,  potato,  and  tobacco. 

But,  after  all,  the  great  component  elements  of  English 
are  the  Anglo-Saxon  and  the  Latin — the  Latin  mostly  that 
of  the  Third  and  Fourth  Periods,  of  course. 

It  is  from  the  Anglo-Saxon  that  the  English  derives  all  the 
grammar  it  has.  The  grammatical  forms  of  the  English 
noun,  pronoun,  and  verb  are  those  not  sloughed  off  during 
the  centuries  immediately  succeeding  the  Norman  Conquest. 
Some,  like  the  8  for  the  plural  and  for  the  possessive  singular 
of  nouns,  had  a  footing  in  the  Anglo-Saxon,  and  have  been 
universalized  by  the  influence  of  the  Norman-French.  But 
the  Norman-French  can  hardly  be  said  to  have  introduced 
anything  new  into  our  grammar. 


o 
w 

A 


2 
3 


History  of  Jhe  English  Language.  115 

1.  Anglo-Saxon. 

(Of  the  First  Period. 

Of  the  Second  Period. 
2'  Lat™ 1  Of  the  Third  Period. 


Of  the  Fourth  Period. 


3.  Greek. 

4.  Indo-European. 


i  Of  the  First  Period. 

5.  Celtic -  Of  the  Second  Period. 

x  (  Of  the  Third  Period. 

6.  Scandinavian.  .  (Of  the  First  Period. 

{  Of  the  Second  Period. 

1.  Hebrew. 

• 

the    Italian 9    the    Spanish,    tin- 

Portuguese  (these   three   Latin  in 
origin),  the  Dutch,  the   Germ  tut. 


8.  £?4£ft  other  Lan- 
guages as 


liic   Slavonic,  the    Persian,  the 
Hindu,  the    Turkish,  the    $T«- 


the    Polynesian,  the 

the    Arabic,    the    North 
American     Indian,     and     the 
Indian. 


LESSON  XLIX. 

THE    AXOLO-SAXOtf  AND   THE   LATIN   IN   OUR   VOCABULARY. 

The  Norman  words.  Lathi  as  we  have  seen,  came  iuto 
English  (1)  to  supply  the  demands  of  the  blended  peoples 
for  terms  to  denote  things  and  express  thoughts  which  the 
Saxons  never  had,  and  so  had  no  words  to  denote.  They 


116  !!"/•/ 

came  (2)  to  fill  the  gap  caused  by  the  loss  of  words  which  tin- 
Anglo-Saxons  before  the  Conquest  did  have.  'They  came  (3) 
as  contestants  for  the  places  already  filled  by  the  Anglo- 
Saxon.  In  this  contest  the  Latin  (a)  sometimes  dislodged 
the  Anglo-Saxon.  Labor  and  (oil  do  duty  now  instead  of 
swi/t c(i//%  and  mice  has  supplanted  stefen.  Often  in  the 
struggle  the  Latin  (b)  divided  the  ground  with  the  Anglo- 
Saxon.  Color  exists  side  by  side  with  /////•  or  lnu\  and  juy 
with  tliss.  But  oftener,  perhaps,  the  Anglo-Saxon  (c)  held 
their  positions,  and  the  Latin  words  never  secured  the  cov- 
eted footing  in  the  language. 

Latin  words  have  come  in,  in  great  numbers,  since,  to 
satisfy  the  demands  of  our  ever-increasing  knowledge  and 
higher  development.  For  little  attempt  has  been  made  to 
meet  these  insatiable  requirements  by  any  effort  to  com- 
pound into  new  vocables  the  old  Anglo-Saxon  material  pre- 
served. 

These,  too,  have  entered  into  contest  with  the  Anglo- 
Saxon  for  the  places  occupied  by  them. 

We  may  say  that  the  pronouns  ;  the  numerals  ;  the  irreg- 
ular verbs  (except  strive),  including  the  auxiliaries  ;  the 
prepositions  and  the  conjunctions  (excepting  save,  exec/if, 
concerning,  and  because,  and  a  few  others)  are  An(irlo-Sa.\on. 
A  slight  percentage  of  the  other  words  are  Indo-European  ; 
some  are  Celtic,  some  Scandinavian,  some  Greek,  some  He- 
brew, and  some  have  been  adopted  from  the  peoples  with 
whom  the  Knirlish  have  h,-id  intercourse. 

The  remainder  are  Anglo-Saxon  and  Latin.  It  is  of  this 
remainder,  the  bulk  of  the  vocabulary,  more  than  ninety 
per  cent,  of  it,  that  we  wish  now  to  speak.  And  we  should 
speak  more  plainly  if  we  could  speak  specifically,  if  we  could 
throw  these  words  into  classes  and  look  at  them  there.  This 


History  of  the  English    Language.  117 

we  cannot  o!<>  In- re,  but  we  can  give  the  results  reached  by  us 
in  work  of  this  kind  done  elsewhere — results  which  not 
unfaithfully  picture  the  functions  of  the  Anglo-Saxon  and  of 
the  Latin  in  the  English  vocabulary. 

What  Words  Belong  to  the  Anglo-Saxon. — The  names  of 
such  things  (1)  in  the  animal  and  vegetable  worlds  as  were 
native  to  the  island,  and  generally  known  before  the  Norman 
Conquest ;  the  names  (2)  of  the  outward  parts  of  the  animal 
body,  and  of  those  internal  organs  that  easily  reveal  their 
presence ;  (3)  of  common  buildings  and  their  necessary 
] >arts  ;  (4)  of  the  household  equipment  that  families  living 
in  such  houses  must  have ;  (5)  of  such  farm  implements  as  a 
people  rude  in  arts  and  agriculture  could  make  and  use  ;  (6) 
of  occupations  mainly  manual ;  (7)  of  the  essential  divisions 
of  time  ;  (8)  the  verbs  that  express  many  of  the  customary 
acts  in  the  material  world  and  operations  in  the  mental ;  and 
(9)  adjectives  that  denote  obvious  sensible  qualities,  and  the 
obtrusive  attributes  of  the  intellect,  of  the  emotional  nature, 
and  of  character  ; — these  are  mainly  Anglo-Saxon. 

What  Words  Belong  to  the  Latin. — But  to  name  (1)  things 
in  the  animal  and  vegetable  kingdoms  seen  by  travel;  (2)  to 
denote  buildings  higher  and  more  complex  than  the  common 
dwelling,  and  to  mark  those  parts  of  them  and  those  belong- 
ings to  them  unfamiliar  to  the  Anglo-Saxons,  but  needful, 
we  should  think,  even  for  comfort ;  (3)  to  indicate  those 
parts  of  the  body  and  their  functions  which  science  has  dis- 
closed ;  to  denote  (4)  the  longer  or  the  more  minute  divisions 
of  time,  and  the  occupations  that  indicate  higher  culture ; 
and  (5),  generally,  to  mark  the  less  ordinary  physical  acts, 
requiring,  many  of  them,  plan  and  combination,  and  to  de- 
note the  less  obvious  objects  and  qualities  of  objects  in  the 
outward  world ; — to  do  these  things  we  draw  largely  upon 


118 

the  Latin  element  of  the  laniruaire.  And  when  we  turn  to 
the  words  in  Knirlish  expressive  (<J)  of  civil  and  social  organ- 
ization, or  used  (7)  to  denote  intellectual  acts,  states.  quali- 
ties,  powers,  possessions,  products,  or  required  (8)  to  express 
the  higher  feelings  and  the  traits  of  character,  or  needed  (i») 
to  denote  classes  and  general  notions, — we  find  the  contract 
between  the  Anglo-Saxon  and  the  Latin  in  English  most 
striking.  It  is  in  words  expressive  of  these  things  that  the 
Anglo-Saxon  element  is  painfully  lacking. 

LESSON  L. 
THI:   \\<;LO-SAXON  AND  THI:  LATIN  IN  ACTUAL  USE. 

The  percentage*  of  the  AHg?o-Sft.roit  and  the  I;<ifin<  in 
Ent/fis/t,  used  by  writers  and  public  speakers  depend  upon 
the  man,  upon  his  subject,  and  upon  the  culture  of  those 
addressed.  But  they  depend  in  the  showing  still  more  largely 
upon  the  mcf/tod  of  counting.  If  every  word  is  counted 
every  time  it  is  used,  the  result  reached  will  be  one  thing ;  if 
each  word  is  counted  but  once,  no  matter  how  many  times  it 
is  used,  the  result  reached  will  be  quite  another  tiling.  The 
words  oftenest  employed,  not  alone  in  ordinary  conversa- 
tion but  for  literary  purposes  as  well,  are  the  irregular  verbs 
(especially  the  auxiliary),  the  pronouns,  the  articles,  the  prep- 
ositions, and  the  conjunctions.  'These  with  scarcely  an  ex- 
ception are  An.irlo-Saxnn.  So  that  the  trords  <-<>iisf«  itf/i/ 
appearing.  r<'tfjt/H'firin</,  on  the  ymr/rs  of  /ifrrfftiirr  and 
in  j>itl>li<  (tisrottrsi;  as  well  as  in  colloquial  speech,  <u-<- 
almost  exclusively  .ltt<//o-S<t.rott.  As  was  said,  then,  the 
method  of  counting  has  much  to  do  with  the  exhihit  made. 

Marsh's    Examination. — Our    countryman,    the    eminent 


History  of  the  Etnjlixh   L 

George  P.  Marsh,  at  one  time  made  several  excerpts  from 
many  British  and  American  writers.  He  counted  each 
trord  every  time  it  was  found,  and  gave  us  the  results  in 
tables  which  show  that  the  Anglo-Saxon  words  used  by  these 
men  ranged  from  70  to  95  per  cent,  of  all  the  words  em- 
ployed by  them.  We  give  these  figures  without  judgment  as 
to  whether  the  extracts  made  were  ample  in  number  and  in 
length  to  justify  the  claim  that  they  fairly  represent  the  levy 
which  these  men  in  their  complete  works  made  upon  the 
Anglo-Saxon. 

Our  Own  Examination.— It  came  in  our  way,  some  years 
since,  to  make  a  far  more  extended  examination  of  the  words 
eminent  writers  and  speakers  choose.  The  different  words  of 
one  American,  Rufus  Choate,  found  in  his  complete  works, 
were  brought  together  and  arranged  alphabetically.  Twenty 
other  distinguished  men — ten  British  and  ten  American — 
were  chosen.  From  each  of  these  a  speech,  an  argument  at 
the  bar,  an  oration,  or  some  chapters  of  a  book  were  taken, 
and  the  words  of  each  were  alphabetically  placed.  No 
word  in  any  one  of  the  twenty-one  lists  thus  formed  trtts 
counted  more  than  once,  unless  the  several  forms  of  it 
were  from  distinct  roots ;  only  one  degree  of  an  adjective  or 
an  adverb ;  only  one  of  the  six  or  seven  possible  forms  of 
any  verb  ;  only  one  case  of  any  noun  or  pronoun.  Let 
this  hi-  borne  in  mind  ;  it  is  the  one  point  of  difference, 
to  be  emphasized  here,  between  our  work  and  that  of  Mr. 
Marsh. 

After  the  classification  of  the  words,  a  count  was  made, 
and  the  percentages  were  reached.  Our  tables  show  that 
twenty-one  representative  authors  in  representative  efforts 
use  a  per  cent,  of  Latin  words  varying  from  56£  to  72£,  and 
of  Latin  and  Greek  together  from  03^  to  75TV>  over  against 


180  Word-Building. 

a  per  cent,  of  Anglo-Saxon  ranging  only  from  23r%  to  33^. 
This  is  the  showing  if  each  word  is  counted  but  once. 

The  general  belief  (1)  that  for  ordinary  communication  we 
make  the  heaviest  drafts  upon  the  Anglo-Saxon  ;  (2)  that 
the  words  coming  most  frequently  to  the  tongue  and  often- 
est  repeated  on  the  page  are  Anglo-Saxon;  and  ('.})  that, 
while  on  social  or  business  topics  we  can  construct  whole 
paragraphs  without  a  word  of  Latin,  it  is  all  but  impossible 
to  frame  a  sentence  without  the  Anglo-Saxon  ; — this  belief 
the  figures  of  the  comparison  do  not  disturb.  And  this  is 
much  to  confess;  for  it  is  an  acknowledgment  that  our 
dependence  upon  the  Anglo-Saxon  is  absolute,  so  far  as  it 
extends.  Nor  do  these  figures  (4)  give  the  number  of  the 
Anglo-Saxon  and  of  the  Latin  words  in  our  vocabulary,  or 
settle  their  ratio  to  each  other,  or  (5)  decide  the  question 
whether,  had  our  ancestors  of  the  thirteenth  and  fourteenth 
centuries  imitated  the  ancient  Greeks  or  the  modern  Ger- 
mans, and  formed  new  words  by  compounding  native  mate- 
rial, we  might  not  now  be  using  a  vocabulary  all  of  a  piece, 
and  yet  ample  for  our  utmost  needs. 

Our  Need  of  Both  Anglo-Saxon  and  Latin. — But  from  the 
exhibit  made  by  the  comparison  above  we  think  we  are 
warranted  in  claiming  that  we  cannot  do  without  the  Latin 
words  in  our  English  ;  that,  when  we  rise  above  the  com- 
monplace in  matter  and  in  manner,  we  find  such  words 
indispensable.  We  say  indispensable;  for,  while  the  ferry- 
boat that  takes  us  daily  to  our  place  of  business  is  indis- 
pensable, the  transatlantic  steamer  that  bears  us  to  Europe  is 
not  less  so,  even  though  we  go  but  once. 

It  would  seem  that  these  two  classes  of  words,  mingling 
freely  in  the  current  of  every  English  sentence,  have  dwelt 
BO  long  and  pleasantly  together,  that  we  should  cease  to  call 


History  of  the  English   I,(unjnage.  121 

either  class  foreign,  alien.  Often  we  cannot,  without  close 
scrutiny,  tell  which  words  are  Latin  and  which  are  Anglo- 
Saxon.  By  some  ear-marks,  perhaps,  hut  certainly  not  by 
their  length,  hy  their  strangeness,  or  by  his  inability  to  handle 
them  deftly,  would  one  of  but  average  culture  suspect  that 
the  following  nouns,  adjectives,  and  verbs  belong  to  the 
Latin  : — 

Age,  art,  case,  cent,  cost,  fact,  form,  ink,  line,  mile,  pain,  pair,  part, 
pen,  piece,  price,  rule,  sound,  ton,  tone,  and  vail;  apt,  clear,  cross, 
crude,  firm,  grand,  large,  mere,  nice,  pale,  plain,  poor,  pure,  rare,  real, 
rich,  round,  safe,  scarce,  siire,  vain,  and  vast;  add,  aid,  aim,  boil,  close, 
cook,  cure,  fail,  fix,  fry,  mix,  move,  pay,  save,  serve,  try,  turn,  and 
use. 

These,  and  hundreds  of  other  short  Latin  words,  as  well 
understood  as  the  simplest  Anglo-Saxon,  are  mostly  without 
Saxon  equivalents.  But  even  those  with  Saxon  duplicates 
are  necessary  ;  they  give  to  our  speech  a  rich  synonymy  that 
aids  us  in  making  and  in  expressing  the  finer  distinctions  in 
thought. 

The  Latin  are  often  (1)  the  most  forcible  words  in  English. 
What  Anglo-Saxon  verb  of  teaching  matches  in  vigor  incul- 
cate— to  drive  in  with  the  heel  ?  What  other  adjective 
denoting  health  has  the  strength  of  robust — oaken  ?  Such 
words,  unfortunately,  are  pregnant  with  meaning  mainly 
to  the  etymologist.  In  this  they  differ  from  what  the  vigor- 
ous, self-explaining  Anglo-Saxon  words  would  have  been  had 
that  element  been  fostered.  They  give  (2)  conciseness  to  ex- 
pression ;  like  canals  across  isthmuses  they  shorten  the  route 
— witness  mutual,  reanimate,  circumlocution.  Of  tenor  than 
the  Anglo-Saxon  they  are  (3)  metaphorical,  and  flash  upon 
the  thought  a  poetic  light ;  as,  dilapidated,  applied  to  for- 
tune or  dress  ;  ruined,  to  character  ;  luminous,  to  expression. 


They  impart  (4)  grace  and  smoothness  to  style — are  the  mnxi- 
mL  Mclodinux,  and  mclUjluunx  words  of  the  language..  Thev 
irive  (5)  pomp  and  stateliness  to  discourse,  and  make  possible 
the  grand  manner  of  Sir  Thomas  Browne,  of  Milton,  and  of 
De  Quincey.  A  vocabulary  like  ours,  duly  compounded  of 
the  Teutonic  and  the  Romance,  has  a  manifoldness  and  an 
affluence  of  wealth  that  adapt  it  to  every  kind  of  writing, 
and  are  wonderfully  stimulative  of  it.  And  so  while  the 
literatures  in  other  languages  excel,  each  in  some  single 
department,  ours  is  confessedly  eminent  in  all. 

While  it  is  difficult  to  exaggerate  the  work  and  the  worth 
of  the  Anglo-Saxon  in  English,  we  deprecate  what  has  been 
called  the  "violent  reaction"  that  has  set  in,  in  favor  of  it 
—a  reaction  which,  carried  to  the  extreme,  would  practically 
disinherit  us  of  vast  verbal  possessions.  But,  without  any 
wish  or  effort  to  champion  the  much  decried  Latin  element, 
we  may  safely  say  that  this  reaction  cannot  be  carried  to  the 
extreme. 

We  are  glad  to  find  the  wise  Alexander  Bain  breaking  out, 
on  the  opening  page  of  his  work,  On  Teaching  /-Jnt/tixh,  into, 
"  To  write  continuously  in  anything  like  pure  Saxon  is  plainly 
impossible.  Moreover,  none  of  our  standard  English  authors, 
whether  in  prose  or  in  poetry,  have  thought  it  a  merit  to  be 
studiously  Saxon  in  their  vocabulary." 

The  words  chosen  should  be  appropriate  to  the  topic,  and 
level  to  the  comprehension  of  those  addressed.  This  much 
we  may  properly  insist  upon  ;  but  it  would  be  unwise  to 
encourage  our  pupils  to  seek  for  such  words  in  the  Anglo- 
Saxon  element  alone. 


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